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CLIL experiences in secondary and tertiary education

In search of good practices


Edited By David Lasagabaster and Aintzane Doiz

This volume clearly documenting research into CLIL and EMI settings is welcome and timely. A range of researchers rise to the challenge of providing deeper understanding and interpretations of key issues in ways which enable readers to adapt the approaches and ideas to inform their own practices. The nature of integration underpins each chapter and each study in creative, relevant ways at different levels. Bringing together educationalists, linguists and subject specialists provides a shared context for surfacing deeply held beliefs and providing clearer pathways for closer understanding and adaptations to define, refine and support integrated learning. Moreover, integrating theoretical perspectives and research methods is also a feature of the volume which not only informs classroom practices but also goes further into the motivations which operationalize and underpin current drives towards internationalization in universities. The studies in each of the eight chapters in the volume are usefully built on an in-depth critical review of research in the field which enables the reader to carefully position the research and the challenging questions posed. (Do Coyle, University of Aberdeen)


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Cooperative Projects in a CLIL course: What do students think? (Juan Manuel Sierra)


Juan Manuel Sierra University of the Basque Country UPV/EHU Cooperative projects in a CLIL course: What do students think? Abstract: CLIL (Content and Language Integrated Learning) has grown steadily in Europe through different methodologies. From the perspective of language education, the active participation of students has been on the increase. Nowadays, primary, sec- ondary and tertiary curricula in Spain, the Common European Framework of Reference for Languages or the European Space for Higher Education propose a much more active student’s role and the development of the learner’s autonomy. However, there is a dearth of research on CLIL programmes founded on cooperative project work in our context, and reflection on real classroom practice is needed. In this chapter, I first present the characteristics of a cooperative project CLIL pro- gramme carried out at a secondary school in the Basque Autonomous Community (BAC). Then, the opinions of 443 students about their learning experience over a six- year implementation period (2008–2014) are analysed. The participants expressed their perceptions about the course – the projects’ structure, the methodology and the assess- ment scheme –; their degree of motivation and amount of work; their improvement on language skills and content learning; their experience in cooperative groups and the quality of their autonomous learning. Finally, some pedagogical implications are put forward which may help improve CLIL classroom practice. These proposals could also be helpful for language learning classrooms. Keywords: CLIL, cooperative project programme, methodology, secondary students’ opinions 1. Introduction From the perspective of language education, the active...

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