Download - Def Corregida
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 1/30
Looking at CLIL 1
LOOKING AT
CLIL:
Teachers’ views, learners’ attitudes and outcomes
Mario Arribas
2009/2010
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 2/30
Looking at CLIL 2
Contents
Introduction
Objectives
State of the Art
Method
Results and discussion
Conclusions
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 3/30
Looking at CLIL 3
INTRODUCTION
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 4/30
Looking at CLIL 4
What is CLIL?
Using a Foreign Language for instructional
purposes
Changes in the classroom context
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 5/30
Looking at CLIL 5
The context of CLIL in Europe
CLIL in Europe
Characterized by diversity due to:
- Autonomy
- Lack of regulation or official guidelines
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 6/30
Looking at CLIL 6
Situation of CLIL in La Rioja
Initiatives for improving language teaching
PILC
Bilingual Sections
Type A(Greetings, routines, instructions)
Type B
(Part of the curriculum in FL )
(Fernández Fontecha)
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 7/30
Looking at CLIL 7
OUR STUDY
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 8/30
Looking at CLIL 8
Objectives
- To describe the implementation of CLIL
- To test the effectiveness of CLIL in receptivevocabulary
- To identify teachers and students’ views onCLIL
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 9/30
Looking at CLIL 9
State of the Art
Studies on attitudes:
- Influence of motivation in academic achievement(Pérez 2006, Sevim Inal and Saracaloglu 2007)
- Less motivation in primary and secondary students(Karahan 2007, Yassin et al. 2009)
- Importance of the teacher as a motivator (Savignonand Wang 2003, Verma 2008, Lennartsson 2008)
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 10/30
Looking at CLIL 10
State of the Art
Students’ perceptions on CLIL:
a) Fosters autonomy
b) Enhances motivation
c) Emphasis on communication
d) Lack of organization
(Dalton-Puffer et al. 2009)
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 11/30
Looking at CLIL 11
State of the Art
CLIL students’ attitudes:
- CLILs have better attitudes
- English is easier for CLILs
(Lasagabaster and Sierra 2009)
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 12/30
Looking at CLIL 12
State of the Art
Effectiveness of CLIL:
- CLIL students perform better (Ruiz de
Zarobe and Jiménez Catalán, eds. 2009)
- Importance of the amount of exposure(Sylvén 2010)
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 13/30
Looking at CLIL 13
State of the Art
CLIL teachers’ perceptions:
- Hard to motivate students (Crawford 2001)
- Lack of specific materials (Crawford 2001, Yazid2003, Borrull et al. 2008, Pena Díaz and PortoRequejo 2008)
- Difficult due to students’ low linguistic competence(Crawford 2001, Yazid 2003, Infante et al. 2008,Pena Díaz and Porto Requejo 2008)
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 14/30
Looking at CLIL 14
Research questions
Regarding students:
1) Do students believe that CLIL helps them to improve their English?
2) According to the students, what skills do they improve most by means of
CLIL?
3) What attitudes do students have towards English language?
4) Do CLIL students hold better attitudes than non-CLIL students?
5) Do CLIL students score higher than non-CLIL students on vocabulary tests?
6) Is there a positive relation between learners’ attitude towards English and
learners’ scores on vocabulary tests?
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 15/30
Looking at CLIL 15
Research questions
Regarding teachers:
1) What is the professional profile of the CLIL teacher?
2) What kind of motivation do teachers have towards English and
CLIL?
3) How is CLIL implemented in this school?
4) According to teachers, is CLIL effective?
5) Have they encountered problems or difficulties in the
implementation of CLIL?
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 16/30
Looking at CLIL 16
METHOD
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 17/30
Looking at CLIL 17
Data gathering instruments
From students:
- Receptive VLT 2k and3k (Schmitt et al 2001)
- Productive VLT (Laufer
& Nation 1999)
- Questionnaire
From teachers:
- Guided interview
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 18/30
Looking at CLIL 18
Procedures
Quantitative analysis for students’ data
- SPSS 15.0
- Kolmogorov-Smirnov-Lilliefors test
- Shapiro-Wilk test
- Mann-Whitney test
Qualitative analysis for teachers data
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 19/30
Looking at CLIL 19
Informants
CLIL Vs. Non-CLIL instruction
0
20
40
60
80
100
120
1 2 3 4
S.E. year
S t u d e n t s
CLIL
Non-CLIL
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 20/30
Looking at CLIL 20
Informants
CLIL hours S.E. 3rd year
0
10
20
30
40
5060
No CLIL Up to 15 15 to 30 Unknow n
Total amount of hours
S t u d e n t s
CLIL hours S.E. 4th year
0
5
10
15
20
25
3035
No CLIL Up to 15 15 to 30 30 to 60 60 to 90
Total amount of hours
S t u d e n t s
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 21/30
Looking at CLIL 21
Results (RQ 1-2)
It is not useful for
learners
Is CLIL helpful according to students?
0
20
40
60
80
100
N/A Not
helpful
Very little Little Quite Very
S t u d e n t s
Some skills are
improvedSkills improved by CLIL according to students
0
10
20
30
40
50
60
Reading Lis tening Wr iting Speaking Vocabulary None
Linguistic skills
S t u d e n t s
S.E. 1
S.E. 2
S.E. 3
S. E. 4
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 22/30
Looking at CLIL 22
Results (RQ 3-4)
CLILs have better attitudes towards English
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 23/30
Looking at CLIL 23
Results (RQ 5)
Similar performances in vocabulary
VLT Results in S.E. 4th year
0
5
10
15
20
25
VLT 2k VLT 3k
C o
r r e c t i t e m s
CLIL
Non-CLIL
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 24/30
Looking at CLIL 24
Results (RQ 6)
Low p-values (0,000 and 0,001) indicate
that the relation between attitudes and
outcomes is significantly different.
Positive r-values (+0,420 and +0,349)
indicate an increasing relation.
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 25/30
Looking at CLIL 25
Results (RQ 1-5)
Teachers:
- Qualified and experienced teachers- They are motivated to work in English
- Diversity in CLIL implementation
- CLIL helps students
- Difficulties with materials and students’ linguistic competence
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 26/30
Looking at CLIL 26
CONCLUSIONS
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 27/30
Looking at CLIL 27
Conclusions
i) Students do not think CLIL is useful, but CLILspresent better attitudes
ii)
CLILs score higher in VLT. Differences are notsignificant
iii) Strong relationship between motivation andachievement
iv) Irregular implementation of CLIL. Changes areneeded
v) Difficulties in implementing CLIL
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 28/30
Looking at CLIL 28
Limitations of the study and further
research Limitations:
- Only one school
- Cross-sectional
- Receptive vocabulary
- VLT 2000 and 3000
Further research:
- Longitudinal study
- Other skills- Other tests
- Other linguistic dimensions
- More exposure hours
- Quantity vs. Quality
- CLIL materials
- Parents’ attitudes
- Learners and teachers’ perceptions
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 29/30
Looking at CLIL 29
THANK YOU
FOR YOUR
ATTENTION
7/27/2019 Def Corregida
http://slidepdf.com/reader/full/def-corregida 30/30
Looking at CLIL 30
VLT Results 1st SE
0
2
4
6
8
10
12
VLT 2k VLT 3k
C o r r e c t I t e m s
Non-CLIL
CLIL
VLT Results 3rd SE
0
5
10
15
20
VLT 2k VLT 3k
C o r r e c t I
t e m s
Non-CLILCLIL