Content and Language Integrated Learning Next in Asia: Evidence of Learners' Achievement in CLIL Education from a Taiwan Tertiary Degree Programme

Autor/in	Yang, Wenhsien
Titel	Content and Language Integrated Learning Next in Asia: Evidence of Learners' Achievement in CLIL Education from a Taiwan Tertiary Degree Programme
Quelle	In: International Journal of Bilingual Education and Bilingualism, 18 (2015) 4, S.361-382 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2014.904840
Schlagwörter	Foreign Countries; Course Content; Teaching Methods; Second Language Learning; Second Language Instruction; Educational Benefits; Language Skills; Language Proficiency; English (Second Language); Questionnaires; Receptive Language; Correlation; Skill Development; Academic Achievement; Learning Motivation; Interviews; Teacher Attitudes; Student Evaluation; Language Teachers; Pretests Posttests; Scores; Mixed Methods Research; College Students; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Bildungsertrag; Language skill; Sprachkompetenz; Language skills; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Rezeptive Kommunikationsfähigkeit; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Schulleistung; Motivation for studies; Lernmotivation; Interviewing; Interviewtechnik; Lehrerverhalten; Schulnote; Studentische Bewertung; Language teacher; Sprachunterricht; Collegestudent
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01