Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme

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Dono: Marcos Pedroso

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Última Atualiz.: 01-11-2018 14:58

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This study investigates learners’ performance in a Taiwanese tertiary content and
language integrated learning (CLIL) programme. Learners’ English proficiency was
measured immediately after entering the programme and before their industrial
placement, i.e. after two years. As in previously reported cases, the learners showed a
significant improvement in their receptive linguistic skills. They also performed better
than other university students in a national-scale English proficiency test. The findings
identify a positive correlation between receptive competence and productive competence
in English. The correlation between language competence and content achievement
was also examined, with the results exhibiting that entry-level language
proficiency can affect learners’ initial content achievements, but that this effect is
not sustained after the first semester as students’ language proficiency continued to
improve. In the questionnaire survey, the respondents generally agreed with the
claimed benefits of the CLIL approach, but were doubtful about the improvement in
their productive linguistic skills, enhanced learning motivation and the use of English
for instructing content courses. These doubts were most pronounced among those
students with lower level language skills or content knowledge. Interviews with CLIL
practitioners were also conducted to provide understanding of how they assess CLIL
learners’ linguistic and content performance. Implications for CLIL practices in Asian
contexts are discussed.

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