Comparing the Affective Outcomes of CLIL Modules and Streams on Secondary School Students.

Autor/inn/en	Ohlberger, Stephanie; Litzke, Vivienne; Wegener, Claas
Titel	Comparing the Affective Outcomes of CLIL Modules and Streams on Secondary School Students.
Quelle	In: RISTAL : Research in Subject-matter Teaching and Learning, 2 (2019) 1, S. 61-84Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2616-7697
DOI	10.23770/rt1825
Schlagwörter	Chancengleichheit; Chancengleichheit; Deutschland; Engagement; Lehr-Lern-Forschung; Sekundarstufe II; Affektives Lernen; Lehr-Lern-Forschung; Inhaltsbezogene Sprachbetrachtung; Bilingualer Unterricht; Inhaltsbezogenes Lernen; Engagement; Soziale Auslese; Theorie-Praxis-Beziehung; Deutschland
Abstract	Although CLIL streams have shown to have desirable learning outcomes, the less known option of imple-menting CLIL modules is under-represented in empirical research. This is unsurprising as the guidelines regarding this concept are vague compared to programmes that are already firmly and internationally established making it particularly difficult to investigate. However, studying CLIL modules may offer un-known insights into overlooked effects of bilingual teaching when the selection process of eligible stu-dents is ignored. This is particularly true for the attitudinal and emotional level of engagement of the students learning in such a setting. Therefore, the present study looks at affective differences caused by a CLIL stream and module intervention, and more particularly at variations within the CLIL module. Alt-hough there are some accounts for expected variation, we find conflicting evidence regarding the benefits of CLIL modules. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1