Contribution of CLIL Methodology to the Development of Bilingualism and Bilingual Language Competence of Slovak Secondary-School Students

Autor/in	Hurajova, Anna
Titel	Contribution of CLIL Methodology to the Development of Bilingualism and Bilingual Language Competence of Slovak Secondary-School Students
Quelle	In: European Journal of Educational Research, 8 (2019) 4, S.905-919 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Computer Assisted Instruction; Bilingual Education; Second Language Instruction; Bilingualism; Communicative Competence (Languages); Secondary School Students; Vocational Schools; English (Second Language); Student Attitudes; Textbooks; Teacher Developed Materials; Teacher Attitudes; Knowledge Level; Language Attitudes; High Achievement; Teacher Student Relationship; Exchange Programs; Slovakia + Suchen Sie Ihr Suchwort? Ausland; Computer based training; Computerunterstützter Unterricht; Bilingual teaching; Bilingualer Unterricht; Fremdsprachenunterricht; Bilingualismus; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Sekundarschüler; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Textbook; Text book; Schulbuch; Lehrbuch; Lehrerverhalten; Wissensbasis; Sprachverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Slowakei
Abstract	In almost all European countries, many schools offer a form of bilingual education provision according to which content subjects are taught either through two different languages or through one foreign language. This approach is known as Content and Language Integrated Learning (CLIL). The main problem addressed in this research article is the need to examine and describe the contribution of CLIL methodology to the development of bilingual language competence of students of a secondary vocational school. In addition, the study looks at the teaching and learning within a bilingual Slovak-English study program of the school, specifically at the implementation of CLIL methodology in content subjects taught within the program. Specifically, the extent, approaches, materials used in the study program to enhance bilingualism at school in general and the bilingual language competence of the students through CLIL methodology in particular, as well as opinions and perceptions of teachers and students were investigated. Three data collection tools were used -- interviews with teachers and students, classroom observations and document review. The results of the study indicate that various factors inside and outside the classroom and school enhance students' bilingual language competence with CLIL methodology playing an important but not a decisive role. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01