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Evaluating Bilingual Education in Germany

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

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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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Figure 1:     The location of content-based language teaching approaches on a continuum from content-driven to language-driven

Figure 2:     Absolute and relative number of schools, in NRW according to type of school, form of CLIL provision and language of instruction

Figure 3:     The development of absolute CLIL provision (continuous forms) and participants at Gymnasien, Realschulen and Gesamtschulen in NRW from 2005–2014

Figure 4:     The development of English CLIL groups and CLIL lessons taught (continuous forms) in NRW at Gymnasien, Realschulen and Gesamtschulen

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