Lecturer and student perceptions on CLIL at a Spanish university

ArticleinInternational Journal of Bilingual Education and Bilingualism 15(2):183-197 · March 2012with113 Reads
DOI: 10.1080/13670050.2011.615906
Abstract
This study reports on a pilot implementation of Content and Language Integrated Learning (CLIL) at a Spanish university. In order to find out how both lecturers and students perceived their experience, several interviews and meetings took place with lecturers, and an open-ended questionnaire was passed to students. The meetings and interviews with lecturers yielded important information about their satisfaction. It was found out that lecturers were mostly interested in practising and improving their English spoken fluency, they did not feel that the quality of their teaching had been sacrificed, they had not included any question on language learning in their assessment and they showed great reluctance to receiving any CLIL methodological training. As to students' reactions, analysis of their questionnaires revealed that most of them found the experience positive. Their self-reported perceived gains unanimously point to the specialised vocabulary they have learnt and, in the second place, to an improvement of their listening and speaking skills. The most outstanding negative aspect they found is lecturers’ insufficient level of English. CLIL training specially adapted to university teachers is necessary so that lecturers can overcome their reluctance to a methodological training and thereby the potential of CLIL is realised.
    • "Esta formación debe mejorar la preparación del profesorado tanto desde el punto de vista lingüístico (nivel de inglés general) como metodológico (instrumentos y destrezas para llevar a cabo la docencia en un idioma no nativo). Así, diversas investigaciones en el ámbito universitario español sugieren que el profesorado de tercer ciclo presenta importantes deficiencias en términos de inglés general (Aguilar y Rodríguez, 2012; Fortanet-Gómez, 2012) y de conocimientos y destrezas específicos relacionados con la implementación de la enseñanza universitaria (Aguilar y Rodríguez, 2012pertenecientes a cuatro grados (ADE, TADE, DADE y Publicidad y RRPP) durante el curso 2015-2016. "
    [Show abstract] [Hide abstract] ABSTRACT: RESUMEN (ABSTRACT) En las últimas décadas la implementación del Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE) y del Inglés como Medio de Instrucción (EMI) ha sido un tema de continuo debate en el sistema universitario español, destacando la ausencia de estrategas políticas a nivel nacional. En este contexto, los centros de educación superior han desarrollado programas de planificación y fomento del AICLE para mejorar su competitividad y atraer alumnado. Este trabajo analiza las motivaciones y actitudes del profesorado y del alumnado respecto a la docencia de grado en inglés. Utilizando cuatro cuestionarios semiestructurados se ha recogido información sobre profesores y estudiantes en seis asignaturas obligatorias del grado en la Universidad de Alicante. El análisis comparativo entre los grupos con docencia en inglés y en castellano sugiere que existen diferencias en el perfil de docente y de alumno, así como en las motivaciones de ambos agentes hacia la enseñanza en inglés. Las diferencias en dichos factores y la medición de la orientación hacia metas (escala FLAGS 1) y las actitudes hacia el estudio de inglés (escala FLAGS 2) de los estudiantes permiten mejorar el diseño y la implementación de los programas bilingües por parte de los gestores de las instituciones universitarias. Palabras clave: Innovación docente, Competencias lingüísticas, Internacionalización, AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras), EMI (Inglés como Medio de Instrucción).
    Full-text · Chapter · Jul 2016 · Language Awareness
    • "This would demotivate me. " Progressive English receptive skills: Differing from their responses in the questionnaire survey, many of the interviewees agreed that their English proficiency had improved due to their CLIL education, in particular, their receptive skills, i.e. vocabulary, listening, and reading, as evidenced in the literature (e.g., Aguilar & Rodríguez, 2012; Dalton-Puffer, 2008). The materials students used in CLIL courses are authentic English language textbooks, and they are also expected to do a lot of reading after class; therefore, their reading speed and vocabulary size is expanded. "
    [Show abstract] [Hide abstract] ABSTRACT: In 2011, Taiwan’s Ministry of Education conducted a national-scale appraisal of 92 CLIL programmes. However, we lack an effective model for examining by precisely how much improvement in the quality of the CLIL programmes will rise as a consequence of the increased language proficiency and the acquisition of disciplinary knowledge. To gain greater insight into the relationship between the execution and appraisal results of CLIL and the facilitation of content and foreign language acquisition, we researched the stakeholders’ perceptions of and attitudes towards CLIL in order to create a reference for the national appraisal results. Our aim was to collect both quantitative and qualitative data on the programme managers, teachers and learners in 12 CLIL programmes nationwide by way of a questionnaire survey and interviews. We assessed these data to answer our main research questions regarding the efficacy and effectiveness of employing CLIL education in higher education in Taiwan. In total, 53 undergraduates and postgraduate CLIL students completed a self-designed questionnaire survey, investigating their perceptions of and attitudes towards CLIL education. In addition, interviews with CLIL programme managers and student focus-groups were also conducted to further probe their opinions on CLIL. The findings mainly revealed that the learners’ satisfaction with the CLIL approach is greatly affected by their level of language proficiency. Our findings can significantly advance our understanding of the current situation of CLIL education and the likely effects of changing the curricula and directions of delivering content and foreign language courses at the tertiary level in Taiwan.
    Full-text · Article · Jun 2016 · Language Awareness
    • "For example, Ram ırez- Vergudo, Alonso and Vi~ nas (inLlinares & Dafouz, 2010) observed that primary education teachers devoted more time to listening (40%), followed by speaking (26%), reading (18%), and writing (16%), and Coyle (2013) noted that when time is committed to the development of competences such as writing, students' performance is greatly improved. From a different standpoint, it has also been proposed that the benefits of CLIL may be the logical outcome of a more prolonged exposure to the target language and, consequently , it is not clear whether the gains are due to the increased exposure or to CLIL itself (Aguilar & Rodr ıguez, 2012). In fact, Cenoz (2013) hypothesises that if students had more EFL classes, they would also obtain comparable results to the ones obtained in CLIL. "
    [Show abstract] [Hide abstract] ABSTRACT: Content and Language Integrated Learning (CLIL) has become a very popular approach in the belief that it may help to improve students' foreign language proficiency. Although some research has been conducted, there is a dearth of longitudinal studies on students' awareness of their language learning process in CLIL programmes. In this paper, 221 CLIL students from the Basque Autonomous Community (BAC; Spain) filled out a questionnaire which analysed students' perceptions regarding the importance of grammar and language skills, their preferences for instructional activities, and their self-perceived language improvement. The results revealed that the participants attached importance to all language aspects and that they preferred group work and active participation in class in the early grades, although their enthusiasm for both aspects waned with time. Finally, the longitudinal data showed that their perceived English improvement was greater in their CLIL classes than in their regular English as a Foreign Language (EFL) classes.
    Full-text · Article · Jan 2016
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