Language-Driven CLIL: Developing Written Production at the Secondary School Level

Autor/inn/en	Chumbay, Julio; Ochoa, Janina Felisha Quito
Titel	Language-Driven CLIL: Developing Written Production at the Secondary School Level
Quelle	In: English Language Teaching, 13 (2020) 8, S.74-90 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Bilingual Education; Course Content; Interdisciplinary Approach; Teaching Methods; Language Tests; English (Second Language); Second Language Learning; Second Language Instruction; Pretests Posttests; Foreign Countries; Syntax; Comparative Analysis; Intervention; High School Seniors; Student Attitudes; Preferences; History Instruction; Biology; Spanish; Literature; Writing Skills; Taxonomy; Writing Instruction; Outcomes of Education; Ecuador + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Kursprogramm; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schülerverhalten; History lessons; Geschichtsunterricht; Biologie; Spanisch; Literatur; Writing skill; Schreibfertigkeit; Taxonomie; Schreibunterricht; Lernleistung; Schulerfolg
Abstract	This research study analyzes the effect the implementation of language-driven CLIL has on senior learners from Manuel J. Calle High School in Cuenca, Ecuador in relation to the development of written production in terms of Syntax, Content, Communicative Achievement, Organization, and Language compared to a non-language-driven CLIL classroom. There were 40 participants in the experimental group, and 38 participants in the control group. Learners from the experimental group received a condensed 35-hour intervention using CLIL. This study features an exploratory, mixed-method, and quasi-experimental research design. To collect qualitative data, an open-ended questionnaire was administered to explore the subjects learners preferred to study in a language-driven CLIL classroom. To collect quantitative data, a Pre and Post-Test based on the writing section of Cambridge Objective Primary English Test was administered. The data was analyzed through the Independent T-Test and Paired-T-Test to determine if there was a statistically significant difference present between the language-driven CLIL classroom and the non-language-driven CLIL classroom. The data was calculated through the Statistical Package for Social Sciences (SPSS). A survey was administered to collect data on learners' perceptions about CLIL and then analyzed statistically. Results indicated that learners preferred to study History, Biology, and Spanish Language and Literature. Results also demonstrated that the experimental group also demonstrated improvement in all the examined parameters when compared to the control group. However, when results from both groups are compared, there is only a statistical improvement in Organization and Syntax. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01