CLIL in Low Proficiency Primary School Settings: The Role of L1 Use and Focus on Form

Elisabet Pladevall-Ballester

《English as a Global Language Education (EaGLE) Journal》 3卷1期 (2017/11) Pp. 15-37

https://doi.org/10.6294/EaGLE.2017.0301.02

摘要

Content and Language Integrated Learning (CLIL) programmes are now widespread in primary and secondary education across Europe, and include a range of educational practices with varying aims and policies. CLIL implementation in low proficiency primary school settings in low exposure contexts presents a challenging pedagogical scenario with often higher expectations than actual learning outcomes. Appropriate integration of content and language at the classroom level might well compensate for such low exposure and classroom-based research practices provide the tools to make this integration more effective. This article reviews a study on CLIL implementation in four primary schools in a low exposure context (Catalonia, Spain) and its effects on language gains, L1 use, Foreign Language (FL) motivation and stakeholders' opinions and perceptions. An overview of the results will make the need for integration and research at the classroom level evident, and content and language integration will be explored through two recent projects on the role of L1 use and focus on form strategies in CLIL settings.

關鍵字

CLIL ； primary school ； low exposure ； L1 use ； focus on form

參考文獻

Alfonso, C. & Pladevall-Ballester, E. (2017). Effects of focus on form on CLIL students' L2 performance in task-based oral interaction. Manuscript submitted for publication.

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Bros Pérez, G.(2015).Content and Language Integrated Learning in the Catalan-speaking territories of Spain: Catalonia, the Valencian Community and the Balearic Islands.European Journal of Language Policy.7(1),43-63.

Catalan Government. (n.d.). XTEC - Xarxa telemàtica educativa de Catalunya. Retrieved from http://xtec.gencat.cat/ca/projectes/plurilinguisme/sobre/presentacio/