CLIL has been promoted for solving problems of traditional language learning, student motivation and overcrowded curriculum, but the driving forces for implementing CLIL programs are different in each country.
There is great accordance within the European Union that existing language barriers need to be broken down to enhance the European integration (Marsh, 2002). Therefore, it is important that most of the students have a communicative proficiency in languages other than their mother tongue. This communicative proficiency can be reached in language teaching by many ways. One method is content and language integrated learning (CLIL).
CLIL is an approach that integrates the teaching of subject content with the teaching of a non-native language.
Learning other languages is very important in our global society. The knowledge of different languages helps learners to develop skills also in their first language. It helps them to develop skills to communicate about science, arts and technologies to people around the world.
In a CLIL classroom, the subject content and language skills are taught together.
The new curricula for the Austrian upper secondary vocational colleges (technical as well as economic) require the usage of the English language in content subjects. Within all subjects and teachers there must be at least 72 lessons per year taught in English.
Inhaltsverzeichnis (Table of Contents)
- INTRODUCTION
- THE FUTURE OF CLIL
- BACKGROUND
- EDUCATIONAL ENVIRONMENT
- PURPOSES AND SIGNIFICANCE OF THE STUDY
- RESEARCH QUESTIONS
- LITERATURE REVIEW
- CLIL: DEFINITION AND CHARACTERISTICS
- Teaching in English vs. CLIL
- Successful learning
- The 4Cs Pedagogic Framework
- Features of CLIL
- CLIL teachers skills
- Willingness to communicate (WTC)
- PERCEPTIONS ON THE ENGLISH LANGUAGE WITHIN CLIL IN OTHER STUDIES
- TEACHERS' AND STUDENTS' PERCEPTIONS OF THE EFFECTS OF CLIL
- LECTURER AND STUDENT PERCEPTIONS ON CLIL AT A SPANISH UNIVERSITY
- CLIL IN JUNIOR VOCATIONAL SECONDARY EDUCATION
- LEARNERS' ANXIETY AND MOTIVATION TOWARDS EMI LECTURES
- LEARNERS' PERCEPTIONS OF THEIR EXPERIENCES OF LEARNING SUBJECT CONTENT THROUGH A FOREIGN LANGUAGE
- STUDENT PERCEPTIONS ON HOW CONTENT BASED INSTRUCTION SUPPORTS LEARNER DEVELOPMENT IN A FOREIGN LANGUAGE CONTEXT
- CONTENT AND LANGUAGE INTEGRATED LEARNING: PERCEPTIONS OF TEACHERS AND STUDENTS IN A HONG KONG SECONDARY SCHOOL
- AN EXPLORATION OF THE EFFECTS OF COLLEGE ENGLISH TEACHER MISBEHAVIORS ON STUDENTS' WILLINGNESS TO COMMUNICATE IN ENGLISH CLASSES
- METHODOLOGY
- PARTICIPANTS
- INSTRUMENTS
- DEVELOPMENT OF THE QUESTIONNAIRES
- QUESTIONNAIRE FOR STUDENTS
- QUESTIONNAIRE FOR TEACHERS
- 1st Path for CLIL teachers
- 2nd Path for nonCLIL teachers
- DATA COLLECTION
- DATA ANALYSIS
- RESULTS
- STUDENTS VERSUS TEACHERS
- Speaking English outside the school
- Behavior in the classroom
- FEELINGS OF STUDENTS AND TEACHERS
- WORK OUTSIDE OF THE CLASS
- Students' work outside of the class
- Teachers' work outside of the class
- MOTIVATION OF STUDENTS
- PERCEPTION SCALES
- Descriptive values of the perception scales
- Students' and teachers' confidence and proficiency
- Correlation between the perception scales
- Correlations between students' motivation, proficiency, and confidence
- IMPROVEMENT FOR THE CLIL LESSONS
- Support for improvement
- FREE COMMENTS
- Comments of the students
- Teachers should (from the point of view of students)
- Comments of the teachers
- DISCUSSION
- REFLECTION AND ACTION PLAN
- LIMITATIONS
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This Master Thesis focuses on the perceptions of students and teachers regarding the use of English in Content and Language Integrated Learning (CLIL) lessons at an Austrian HTL (Higher Technical College) for Business Informatics and Medical and Health Informatics. The research aims to understand the effectiveness of CLIL in this specific context, analyzing its impact on student motivation, language proficiency, and overall learning experience. The key themes explored in the study include:- The effectiveness of CLIL in promoting language acquisition and subject matter understanding.
- Students' and teachers' perceptions of the challenges and benefits of CLIL implementation.
- The role of teacher training and support in successful CLIL implementation.
- The impact of CLIL on student motivation and willingness to communicate in English.
- The relationship between language proficiency, confidence, and motivation in CLIL contexts.
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the concept of CLIL and its potential benefits in enhancing language proficiency and internationalization. It discusses the challenges and opportunities of implementing CLIL programs, particularly within the Austrian educational context.
- The Future of CLIL: This chapter explores the future of CLIL, emphasizing the need for adapting traditional language teaching approaches to effectively implement CLIL. It discusses the role of language teachers and subject teachers in promoting language proficiency within CLIL programs.
- Background: This chapter provides an overview of the educational environment at the HTL where the study took place. It introduces the specific context of CLIL implementation and highlights the unique challenges and opportunities faced by students and teachers.
- Educational Environment: This chapter delves deeper into the educational environment at the HTL, examining the pedagogical practices and resources available to support CLIL implementation.
- Purposes and Significance of the Study: This chapter outlines the research questions and the rationale behind the study, highlighting the significance of understanding students' and teachers' perceptions of CLIL.
- Research Questions: This chapter presents the specific research questions guiding the study, focusing on the effectiveness of CLIL and its impact on student motivation, language proficiency, and learning experience.
- Literature Review: This chapter reviews existing research on CLIL, focusing on its definition, characteristics, and effectiveness. It examines different frameworks and pedagogical approaches used in CLIL, including the 4Cs Pedagogic Framework and the importance of teacher skills.
- Perceptions on the English Language Within CLIL in Other Studies: This chapter analyzes research from other studies that investigated students' and teachers' perceptions of CLIL. It examines different perspectives on the benefits and challenges of CLIL implementation in various contexts.
- Methodology: This chapter describes the research methodology used in the study, including the selection of participants, the development of questionnaires, and the data collection and analysis methods employed.
- Results: This chapter presents the findings of the study, examining the data collected from student and teacher questionnaires. It analyzes the differences in perceptions between students and teachers regarding CLIL implementation and its impact on their learning experience.
Schlüsselwörter (Keywords)
This research investigates the use of Content and Language Integrated Learning (CLIL) in an Austrian HTL. Key themes include student and teacher perceptions, language proficiency, motivation, willingness to communicate (WTC), and the impact of CLIL implementation on overall learning experiences. The study analyzes data from questionnaires and provides insights into the challenges and opportunities of CLIL in this specific context.
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- DI MSc Peter Anzenberger (Author), 2015, Students’ and Teachers’ Perceptions of English in CLIL Lessons at an Austrian HTL for Business Informatics and Medical and Health Informatics, Munich, GRIN Verlag, https://www.grin.com/document/287581
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