<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Although CLIL streams have shown to have desirable learning outcomes, the less known option of implementing CLIL modules is under-represented in empirical research. This is unsurprising as the guidelines regarding this concept are vague compared to programmes that are already firmly and internationally established making it particularly difficult to investigate. However, studying CLIL modules may offer unknown insights into overlooked effects of bilingual teaching when the selection process of eligible students is ignored. This is particularly true for the attitudinal and emotional level of engagement of the students learning in such a setting. Therefore, the present study looks at affective differences caused by a CLIL stream and module intervention, and more particularly at variations within the CLIL module. Although there are some accounts for expected variation, we find conflicting evidence regarding the benefits of CLIL modules.</p>
</abstract>

Although CLIL streams have shown to have desirable learning outcomes, the less known option of implementing CLIL modules is under-represented in empirical research. This is unsurprising as the guidelines regarding this concept are vague compared to programmes that are already firmly and internationally established making it particularly difficult to investigate. However, studying CLIL modules may offer unknown insights into overlooked effects of bilingual teaching when the selection process of eligible students is ignored. This is particularly true for the attitudinal and emotional level of engagement of the students learning in such a setting. Therefore, the present study looks at affective differences caused by a CLIL stream and module intervention, and more particularly at variations within the CLIL module. Although there are some accounts for expected variation, we find conflicting evidence regarding the benefits of CLIL modules.

Comparing the Affective Outcomes of CLIL Modules and Streams on Secondary School Students

M.Sc. in Biology at Bielefeld University; B. A. & Sc. in Cognitive Science at McGill University

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Although CLIL streams have shown to have desirable learning outcomes, the less known option of implementing CLIL modules is under-represented in empirical...

Comparing the Affective Outcomes of CLIL Modules and Streams on Secondary School Students

Data publikacji: 14 cze 2022

Zakres stron: 61 - 84

DOI: https://doi.org/10.23770/rt1825

Słowa kluczowe
bilingual education, CLIL modules, CLIL streams, motivation, creaming effect

© 2018 Stephanie Ohlberger et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Comparing the Affective Outcomes of CLIL Modules and Streams on Secondary School Students

Data publikacji: 14 cze 2022

Zakres stron: 61 - 84

DOI: https://doi.org/10.23770/rt1825

Słowa kluczowebilingual education, CLIL modules, CLIL streams, motivation, creaming effect

© 2018 Stephanie Ohlberger et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Słowa kluczowe
bilingual education, CLIL modules, CLIL streams, motivation, creaming effect