Great expectations? Competence and standard related questions concerning CLIL moving into the mainstream.

Autor/inn/en	Bonnet, Andreas; Dalton-Puffer, Christiane
Titel	Great expectations? Competence and standard related questions concerning CLIL moving into the mainstream.
Quelle	Aus: Breidbach, Stephan (Hrsg.); Viebrock, Britta (Hrsg.): Content and language integrated learning (CLIL) in Europe. Research perspectives on policy and practice. Frankfurt am Main: P. Lang (2013) S. 269-284Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-631-64400-3
Schlagwörter	Bildungserfolg; Erwartung; Bildungspolitik; Schulsystem; Fachkompetenz; Bildungsprogramm; Sprachkompetenz; Bilingualer Unterricht; Mehrsprachigkeit; Umsetzung; Europa
Abstract	CLIL has become an integral part of school systems across Europe and is consequentially exposed to the normative power of "the mainstream". It is therefore important to reflect on the great expectations attached to CLIL, especially the claims regarding its potential to foster competence acquisition not only in the linguistic domain but also with respect to higher order thinking or reflective competences. Firstly, the paper reconstructs current claims. Secondly, it reports on empirical findings that shed light on whether CLIL programmes answer these claims. Third, it discusses whether existing models of subject matter competence in three different domains comprise the dimensions necessary for detecting CLIL specific effects, if there are any. The paper concludes that only research in the domain of language competence has produced robust results. Therefore, many more studies into subject related competences are needed, preferably using an integrative approach. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/2