CLIL for All? An Exploratory Study of Reported Pedagogical Practices in Austrian Secondary Schools

Autor/inn/en	Bauer-Marschallinger, Silvia; Dalton-Puffer, Christiane; Heaney, Helen; Katzinger, Lena; Smit, Ute
Titel	CLIL for All? An Exploratory Study of Reported Pedagogical Practices in Austrian Secondary Schools
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 9, S.1050-1065 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bauer-Marschallinger, Silvia) ORCID (Dalton-Puffer, Christiane) ORCID (Heaney, Helen) ORCID (Smit, Ute)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1996533
Schlagwörter	Foreign Countries; Content and Language Integrated Learning; German; Second Language Instruction; Diversity; Student Attitudes; Teacher Attitudes; Bilingual Education; Language Teachers; Student Needs; Secondary School Students; Secondary School Teachers; Learning Experience; Student Experience; Academic Ability; Student Centered Learning; Scaffolding (Teaching Technique); English (Second Language); Austria (Vienna) + Suchen Sie Ihr Suchwort? Ausland; CLIL; Lernkonzept; Deutscher; Fremdsprachenunterricht; Schülerverhalten; Lehrerverhalten; Bilingual teaching; Bilingualer Unterricht; Language teacher; Sprachunterricht; Sekundarschüler; Lernerfahrung; Studienerfahrung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Apart from linguistic diversity and multilingualism, empirical research into diversity is only in its beginnings in the Austrian educational context. CLIL research, on the other hand, is well-established but has not tended to focus on pedagogical practices. This study explores teachers' and students' self-reported experiences in Austrian CLIL classrooms with regard to the phenomenon of diversity and the pedagogical practices addressing it. This mixed-methods study used the research instruments (questionnaires, interview guides) developed in the ADiBE project. Three Viennese secondary schools with two classes each participated in the study. In total, 132 students answered the questionnaires. Six focus group interviews with 6-8 participants were conducted (one for each participating class). Teacher questionnaires were distributed in but also beyond the participating schools (N = 30), and eight teachers from the participating schools were interviewed. With regard to the phenomenon of diversity as such, our results suggest a system-inherent ambivalence between segregation and egalitarianism. Concerning pedagogical practices during CLIL lessons, such as language scaffolding, learner-centred design or use of German, the responses of students and teachers show that different aspects of classroom reality carry different weight with the two groups of participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01