Integrating language and content instruction in immersion classrooms: Literature review (original) (raw)
Related papers
1989
Two-way, or bilingual, immersion education, a major innovation in the integration of language and content instruction, is intended to improve the quality of language education for language minority and language majority students in t:-.e United States. The emerging educational practice responds to the increasing proportions of language minority students in many parts of the country and also holds promise for improving the quality of foreign language instruction for language majority children. An introductory section describes the early Canadian experience with language and content integration, which began over 20 years ago, and discusses the benefits of bringing language majority and language minority students together in a single program of instruction (two-way, or bilingual, immersion). The basic bilingual immersion program model is discussed, and related research is re'iewed. Two exemplary programs, Arlington, Virginia's Key Elementary School and California's Edison Elementary School in the Santa Monica-Malibu Unified School District" are discussed. The report concludes that bilingual immersion education can be a powerful vehicle for promoting the development of bilingual language proficiency and social competence in elementary school children, and that the success of this approach depends largely on teachers' sensitivity to the children's language abilities and needs. 28 references. (MSE) *
Second/foreign Language Literacy in Content integrated Instructions across Contexts
2020
Learning a language cannot be isolated from involving any type of content information because “language mediates ideas, thoughts, and values to learn” (Bui & Truong, 2015, p. 91). Language is used to deliver one’s thoughts as a mediator to communicate with others. Many language learners are learning new content as a tool for introducing a new language and language learning is inseparable from the meanings (content) it conveys (Llinares, 2015). This paper contains a literature review on second/foreign language literacy and content integrated learning across various contexts. In this study, literacy development in a second/foreign language education field can be defined as developing an ability to use a second/foreign language, linguistic knowledge of the language, and the ability to interpret and evaluate a wide variety of discourse in written texts, symbols or signs (Leimbigler, 2014). In this respect, integrating a variety of content knowledge in second/foreign language literacy ed...
Investigating Content and Language Integrated Learning
2019
Content and Language Integrated Learning (CLIL), introduced in the 1990s, has been gaining considerable ground across the globe in recent years. With this as a backdrop, Liss Kerstin Sylvén provides this latest edited collection which is systematically organized to illuminate a plethora of perspectives of CLIL through a 3-year longitudinal research project Content and Language Integrated Learning in Swedish Schools (CLISS). The volume is arranged in 5 diverse thematic parts, comprised of 16 chapters, and an epilogue by the editor. Covering the first three contributions, part 1 presents the general context and the layout of the CLISS project. In chapter 1 (by Sylvén), the Swedish educational system and the pivotal role of English in Sweden are introduced, followed by a detailed description of the CLISS program including its aims, informants, methods and research team, among others. Paulsrud (Chapter 2) compares and analyzes three official national statistics concerning the scope and extent of CLIL in Swedish schools. Chapter 3 by Apelgren reports and discusses the results from the initial student questionnaire in the CLISS study as regards the participating students' language and home background, extramural language activities in Swedish and English as well as attitudes and experiences of school and classroom work activities. Undoubtedly, these three chapters lay the foundations for the readers to better understand the findings in the succeeding chapters which revolve around the project. Part 2 (Chapters 4-5) is devoted to assessment and motivation with respect to CLIL. Based on data from teacher interviews, questionnaires and teachers' written assessment design, Reierstam and Sylvén (Chapter 4) explore and compare the assessment practices of CLIL versus non-CLIL teachers, as well as those of content versus language teachers. The results indicate that more conscious language-oriented assessment practices need to be established in CLIL instruction. Furthermore, benchmarks for assessment in CLIL should be created to normalize and facilitate assessment procedures. In view of the insufficient amount of research so far on assessment in CLIL, this study is timely and appealing to fill the gap in the literature of its kind. Chapter 5 (by Thompson and Sylvén) looks into the changes in language learning motivation of CLIL and non-CLIL students over their three-year senior high school period. Besides, the addition of the gender factor makes it a unique three-dimensional exploration of motivation, CLIL and gender. Part 3 (chapters 6-9) examines students' proficiency and progress in as well as their contact with English. By adopting the Vocabulary Levels Test (VLT; Nation 2001), Sylvén and Ohlander (Chapter 6) investigate learners' receptive L2/FL English vocabulary knowledge within the CLISS project. Statistically, the CLIL students significantly outscore, both pre-CLIL and at the end of their three-year CLIL program, their non-CLIL peers who appear to stagnate between the two test rounds. The authors argue that even though CLIL students make significant progress at all frequency levels covered by the VLT, there is much room for improvement for both CLIL and non-CLIL students, especially with regard to the more difficult frequency levels and academic words. In Chapter 7, Olsson & Sylvén present a quantitative inquiry over three years into CLIL and non-CLIL students' English writing proficiency, not least their development of productive English vocabulary. The most remarkable finding is that CLIL students do not seem to progress more in their use of either general or academic vocabulary when compared with non-CLIL students, even though they are at a significant advantage at the outset of the investigation. The authors consider that one reason could be the limited focus on productive L2/ FL English proficiency in the participating CLIL classes. Besides, CLIL students might not be challenged in their productive L2/FL English use in the schools. Thus, this study is conducive to reflections on what INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
In the last decade, there has been a major interest in content-based instruction (CBI) and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. In this paper, I first offer a sociocultural view of CBI-CLIL. Secondly, I define language and content as vital components in CBI-CLIL. Thirdly, I review the origins of CBI and the continuum perspective, and CLIL definitions and models featured in the literature. Fourth, I summarise current aspects around research in programme evaluation. Last, I review the benefits and challenges of this innovative approach so as to encourage critically context-responsive endeavours.