Content and Language Integrated Learning and the Inclusion of Immigrant Minority Language Students: A Research Review

Autor/in	Somers, Thomas
Titel	Content and Language Integrated Learning and the Inclusion of Immigrant Minority Language Students: A Research Review
Quelle	In: International Review of Education, 63 (2017) 4, S.495-520 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-017-9651-4
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Bilingual Education Programs; Inclusion; Immigrants; Minority Group Students; Language Minorities; Language Proficiency; Language of Instruction; Academic Achievement; Classification; Instructional Effectiveness; Social Capital; Social Mobility; Educational Opportunities; Educational Policy + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Immigrant; Immigrantin; Immigranten; Sprachminderheit; Language skill; Language skills; Sprachkompetenz; Teaching language; Unterrichtssprache; Schulleistung; Classification system; Klassifikation; Klassifikationssystem; Unterrichtserfolg; Sozialkapital; Soziale Mobilität; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik
Abstract	This article addresses the inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL) bilingual education programmes. It reviews results of research on (1) the reasons, beliefs and attitudes underlying immigrant minority language parents' and students' choice for CLIL programmes; (2) these students' proficiency in the languages of instruction and their academic achievement; and (3) the effects of first language typology on their second and third language proficiency. The author explores conditions and reasons for the effectiveness of CLIL pedagogy, as well as the comparative suitability of CLIL programmes for immigrant minority language students. The review shows that CLIL programmes provide a means to acquire important linguistic, economic and symbolic capital in order to effect upward social mobility. Findings demonstrate that immigrant minority language students enrolled in CLIL programmes are able to develop equal or superior levels of proficiency in both languages of instruction compared to majority language students; with previous development of first language literacy positively impacting academic language development. CLIL programmes are found to offer immigrant minority language students educational opportunities and effective pedagogical support which existing mainstream monolingual and minority bilingual education programmes may not always be able to provide. In light of these findings, the author discusses shortcomings in current educational policy. The article concludes with recommendations for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01