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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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List of tables

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Table 1:      Systematic overview of the CLIL programme to be evaluated and alternative configurations

Table 2:      Selection processes at Gymnasien in NRW: Changes in student numbers in relation to the starting cohort that moved to Gymnasien after primary school at the beginning of the school year 2006/2007

Table 3:      Overview of students’ spare-time English; percentage of students at respective types of school who get in contact with or do activities involving English at least several times a month (year 9, ~15 years of age)

Table 4:      The nine largest studies on EFL CLIL streams at Gymnasien (by CLIL sample size)

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