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Evaluating Bilingual Education in Germany

CLIL Students’ General English Proficiency, EFL Self-Concept and Interest


Dominik Rumlich

The author uses a theoretical account rooted in TEFL, language acquisition and educational psychology to provide the basis for the development of a comprehensive model of language learning in CLIL. It incorporates prior knowledge, EFL self-concept, interest in EFL classes, verbal cognitive abilities and contact to English. This model is used to estimate the effects of CLIL in the context of high-intensity programmes at German Gymnasien. The statistical evaluation of the quasi-experimental data from 1,000 learners proves the existence of large initial differences due to selection, preparation and class composition effects. After two years, one finds no significant effects of CLIL apart from a minor increase in self-concept, suggesting that the actual effects of CLIL have often been overestimated.

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8. Final evaluation and future perspectives


8.   Final evaluation and future perspectives

„One study, no matter how carefully conducted, cannot be taken as conclusive. It is only with repeated investigation that the complexities of an area can be truly appreciated and comprehended.“

(Gardner, 1985, p. 5)

When the main ideas of the study at hand (DENOCS) developed in 2009, they did so in view of substantial academic voids in the area of language learning and students’ affective-motivational development in a CLIL environment. DENOCS was developed over the following one and a half years in succession to a range of qualitative case studies and a few quantitative studies that focused on CLIL (Bredenbröker, 2000; Burmeister, 1994; Fehling, 2008; Wode et al., 1996; Zydatiß, 2007b) or incorporated it to a lesser or greater extent (Bos, Bonsen, & Gröhlich, 2009; Nold, Hartig et al., 2008). In response to a selection of unresolved questions, DENOCS was designed as a quantitative, quasi-experimental study over two years, involving a total of 1,400 students from several types of school. Data collection began in June 2011 and ended July 2013. At the same time, one survey-like analysis (Kampmeier, Rosendahl, & MSW NRW, 2013) and two further quantitative studies (Dallinger, 2015; Köller, Leucht, & Pant, 2012) were carried out. Of the latter two, one was longitudinal and the other one cross-sectional – both of them had in common that they were the first to use complex statistical models to evaluate their data to obtain a more...

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