Otwarty dostęp

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


Zacytuj

Abendroth-Timmer, D. (2007). Akzeptanz und Motivation: Empirische Ansätze zur Erforschung des unterrichtlichen Einsatzes von bilingualen und mehrsprachigen Modulen. Frankfurt am Main: Peter Lang. Search in Google Scholar

Admiraal, W., Westhoff, G. & de Bot, K. (2006). Evaluation of bilingual secondary education in the Netherlands: Students’ language proficiency in English. Educational Research and Evaluation, 12(1), 75–93.10.1080/13803610500392160 Search in Google Scholar

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.10.1207/s15326985ep2802_3 Search in Google Scholar

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, Vol. 4 (pp. 71-81). New York: Academic Press. Search in Google Scholar

Bonnet, A. (2012). CLIL im Fach Chemie – Wachsende Orchidee und Motor der Integration. In B. Diehr, & L. Schmelter (Ed.), Bilingualen Unterricht weiterdenken. Programme, Positionen, Perspektiven (pp. 201-215). Frankfurt am Main: Peter Lang. Search in Google Scholar

Bruton, A. (2011). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39, 523-532.10.1016/j.system.2011.08.002 Search in Google Scholar

Bruton, A. (2013). CLIL: Some of the reasons why and why not. System, 41(3), 587-597.10.1016/j.system.2013.07.001 Search in Google Scholar

Bruton, A. (2015). CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014). System, 53, 119-128. Search in Google Scholar

Çikrıkci, Ö. (2017). The Effect of Self-efficacy on Student Achievement. In Karadağ, E. (Ed.), The Factors Effecting Student Achievement. Meta-Analysis of Empirical Studies (pp. 95-116). Springer e-book.10.1007/978-3-319-56083-0_6 Search in Google Scholar

Costa, F., & D’Angelo, L. (2011). CLIL: A Suit for All Seasons. Latin American Journal of Content & Language Integrated Learning, 4(1), 1-13. https://doi.org/10.5294/laclil.2011.4.1.110.5294/laclil.2011.4.1.1 Search in Google Scholar

Coyle, D. (1999). Supporting students in content and language integrated contexts: planning for effective classrooms. In J. Masih (Ed.), Learning through a foreign language. Models, methods and outcomes (pp. 46-62). London: Centre for Information on Language Teaching and Research. Search in Google Scholar

Dallinger, S., Jonkmann, K., Hollm, J., & Fiege, C. (2016). The Effect of Content and Language Integrated Learning on Students’ English and History Competences – Killing Two Birds with One Stone? Learning and Instruction, 41, S. 23-31. Search in Google Scholar

Dalton-Puffer, C., & Nikula, T. (2006). Pragmatics of content-based instruction: Teacher and student directives in Finnish and Austrian classrooms. Applied Linguistics, 27(2), 241-267. doi:10.1093/applin/aml00710.1093/applin/aml007 Search in Google Scholar

Daniels, Z. (2008). Entwicklung schulischer Interessen im Jugendalter. Münster: Waxmann. Search in Google Scholar

Darn, S. 2006. CLIL: a European overview. INGED News Online Issue 2. http://www.stevedarn.com/?Writings::CLIL%3A_A_European_Overview Search in Google Scholar

Dewaele, J.-M. (2007). The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners. International Journal of Bilingualism, 11(4), 391-409.10.1177/13670069070110040301 Search in Google Scholar

Diehr, B. & Frisch, S. (2018). Das Zusammenspiel von zwei Sprachen im bilingualen Unterricht. Theoretische Überlegungen, empirische Erkenntnisse und praktische Implikationen. In C. Caruso, J. Hofmann, A. Rohde & K. Schick (Ed.), Sprache im Unterricht. Ansätze, Konzepte, Methoden (pp. 245-259). Trier: WVT. Search in Google Scholar

Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: the effect of individual and contextual variables. The Language Learning Journal, 42(2), 209-224.10.1080/09571736.2014.889508 Search in Google Scholar

Donat, M., Radant, M., & Dalbert, C. (2008). Psychologie der Schülerpersönlichkeit. In M. K. W. Schweer (Ed.), Lehrer-Schüler-Interaktion (pp. 127-154). Wiesbaden: VS Verlag für Sozialwissenschaften. Search in Google Scholar

Dörnyei, Z., & Ushioda, E. (2009). Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters.10.21832/9781847691293 Search in Google Scholar

Elsner, D., & Keßler, J.-U. (2013). Bilingual Education in Primary School – Aspects of Immersion, CLIL and Bilingual Modules. Tübingen: Narr. Search in Google Scholar

Fehling, S. (2005). Language Awareness und bilingualer Unterricht. Frankfurt am Main: Peter Lang. Search in Google Scholar

Feng, X., Wang, J.-L., & Rost, D. H. (2018). Akademische Selbstkonzepte und akademische Selbstwirksamkeiten: Interdependenzen und Beziehungen zu schulischen Leistungen. Zeitschrift für pädagogische Psychologie, 32(1-2), 23-38. https://doi.org/10.1024/1010-0652/a00021810.1024/1010-0652/a000218 Search in Google Scholar

Fernández Fontecha, A., & Canga Alonso, A. (2014). A preliminary study on motivation and gender in CLIL and non-CLIL types of instruction. International Journal of English Studies, 14(1), 21-36.10.6018/ijes/14/1/156681 Search in Google Scholar

Huang, J. (2012). Overcoming foreign language classroom anxiety. New York, NY: Nova Science Publ. Search in Google Scholar

Hüttner, J., Dalton-Puffer, C., & Smit, U. (2013). The power of beliefs: lay theories and their influence on the implementation of CLIL programmes. International Journal of Bilingual Education and Bilingualism, 16(3), 267-284. DOI: 10.1080/13670050.2013.77738510.1080/13670050.2013.777385 Search in Google Scholar

Jaekel, N. (2018). Language learning strategy use in context: the effects of self-efficacy and CLIL on language proficiency. International Review of Applied Linguistics in Language Teaching. Advance online publication, available at https://doi.org/10.1515/iral-2016-010210.1515/iral-2016-0102 Search in Google Scholar

Jansen, M., Scherer, R., & Schroeders, U. (2015). Students‘ self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology, 41, 13-24.10.1016/j.cedpsych.2014.11.002 Search in Google Scholar

Jerusalem, M., & Satow, L. (1999). Schulbezogene Selbstwirksamkeitserwartung. In R. Schwarzer, & M. Jerusalem (Ed.), Skalen zur Erfassung von Lehrer- und Schülermerkmalen. Berlin. Search in Google Scholar

Juan-Garau, M., & Jacob, K. (2015). Developing English learners’ transcultural skills through content- and task-based lessons. System, 54(SI), 55-68. doi:10.1016/j.system.2015.04.01710.1016/j.system.2015.04.017 Search in Google Scholar

KMK (2013). Bericht „Konzepte für den bilingualen Unterricht – Erfahrungsbericht und Vorschläge zur Weiterentwicklung“. http://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2006/2006_04_10-Konzepte-bilingualer-Unterricht.pdf Search in Google Scholar

Krapp, A. (1998). Entwicklung und Förderung von Interessen im Unterricht. Psychologie, Erziehung, Unterricht, 44, 185-201. Search in Google Scholar

Krechel, H.-L. (2003). Bilingual Modules: Flexible Formen bilingualen Lehrens und Lernens. In M. Wildhage (Ed.), Praxis des bilingualen Unterrichts (pp. 194-216). Berlin: Cornelsen Scriptor. Search in Google Scholar

Küppers, A., & Trautmann, M. (2013). It’s not CLIL that is a success – CLIL students are! Some critical remarks on the current CLIL boom. In S. Breidbach & B. Viebrock (Ed.), Content and Language Integrated Learning (CLIL) in Europe. Research perspectives on policy and practice (pp. 285-296). Frankfurt am Main: Peter Lang. Search in Google Scholar

Lancaster, N. K. (2018). Extramural Exposure and Language Attainment: The Examination of Input-Related Variables in CLIL Programmes. Porta Linguarum, 29, 91-114.10.30827/Digibug.54024 Search in Google Scholar

Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 1(1), 31-42. doi: 10.2174/187491350080101003010.2174/1874913500801010030 Search in Google Scholar

Lasagabaster, D. & Lopez Beloqui, R. (2015). The Impact of Type of Approach (CLIL Versus EFL) and Methodology (Book-Based Versus Project Work) on Motivation. Porta Linguarum, 23, 41–57.10.30827/Digibug.53737 Search in Google Scholar

Löwe, B. (1992). Biologieunterricht und Schülerinteresse an Biologie. In Schriftenreihe der Pädagogischen Hochschule Heidelberg, Band 9. Search in Google Scholar

MacIntyre, P. D. (2017). An Overview of Language Anxiety Research and Trends in its Development. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Ed.), New Insights into Language Anxiety. Theory, Research and Educational Implications (pp. 11-30). Bristol: Multilingual Matters. Search in Google Scholar

Madrid, D., & Barrios, E. (2018). A Comparison of Students’ Educational Achievement across Programmes and School Types with and without CLIL Provision. Porta Linguarum, 29, 29-50. Search in Google Scholar

Marsh, D., Marsland, B., & Nikula, T. (1999). CLIL: a review of current thinking. In D. Marsh & B. Marsland (Ed.), CLIL initiatives for the millenium (pp. 34-45). Jyväskylä: University of Jyväskylä Continuing Education Centre. Search in Google Scholar

Mehisto, P. (2008). CLIL counterweights: Recognising and decreasing disjuncture in CLIL. International CLIL Research Journal, 1(1), 93-119. Search in Google Scholar

Meyerhöffer, N. & Dreesmann, D. C. (2019). English-bilingual biology for standard classes development, implementation and evaluation of an English-bilingual teaching unit in standard German high school classes. International Journal of Science Education, 41(10), 1366-1386. https://doi.org/10.1080/09500693.2019.160762010.1080/09500693.2019.1607620 Search in Google Scholar

Möller, J., Hohenstein, F., Fleckenstein, J., & Baumert, J. (2017). Formen und Effekte des Fremdsprachenerwerbs und der bilingualen Beschulung. In J. Möller, F. Hohenstein, J. Fleckenstein, O. Köller, & J. Baumert (Ed.), Erfolgreich integrieren - die Staatliche Europa-Schule Berlin (pp. 25-48). Münster: Waxmann. Search in Google Scholar

MSW NRW (2011). Bilingualer Unterricht in Nordrhein-Westfalen. https://www.schulministerium.nrw.de/docs/Schulsystem/Unterricht/Lernbereiche-und-Faecher/Fremdsprachen/Bilingualer-Unterricht/Kontext/Broschuere_Bilinguale-Unterricht-in-NRW.pdf Search in Google Scholar

MSW NRW (2014). Kernlehrplan für die Sekundarstufe II Gymnasium/Gesamtschule in Nordrhein-Westfalen: Englisch. Retrieved from http://www.schulentwicklung.nrw.de/lehrplaene/upload/klp_SII/e/KLP_GOSt_Englisch.pdf Search in Google Scholar

Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory. Language Learning, 50, 57-85. doi: 10.1111/0023-8333.0011110.1111/0023-8333.00111 Search in Google Scholar

Nold, G., Hartig, J., Hinz, S. & Rossa, H. (2008). Klassen mit bilingualem Sachfachunterricht: Englisch als Arbeitssprache. In DESI-Konsortium (Ed.), Unterricht und Kompetenzerwerb in Deutsch und Englisch (pp. 451–457). Weinheim: Beltz. Search in Google Scholar

Ohlberger, S., & Wegner, C. (2017). Motivational Changes due to the Implementation of a Bilingual Module in Biology. Journal of Innovation in Psychology, Education and Didactics, 21(2), 149-176. Search in Google Scholar

Ohlberger, S., & Wegner, C. (2018). Bilingualer Sachfachunterricht in Deutschland und Europa – Darstel-lung des Forschungsstands. HLZ – Herausforderung Lehrer_innenbildung, 1(1), 45-89. Search in Google Scholar

Ohlberger, S., & Wegner, C. (2019). CLIL modules and their affective impact on students with high English anxiety and low self-efficacy. Apples: Applied Language Studies, 13(3), 1-15.10.17011/apples/urn.201906253409 Search in Google Scholar

Osterhage, S. (2009). Sachfachkönnen (scientific literacy) bilingual und monolingual unterrichteter Biologieschüler: ein Kompetenzvergleich. In D. Caspari, W. Hallet, A. Wegner, & W. Zydatiß (Hg), Bilingualer Unterricht macht Schule: Beiträge aus der Praxisforschung (pp. 41-50). Frankfurt: Peter Lang. Search in Google Scholar

Pajares, F. (2005). Self-Efficacy during Childhood and Adolescence – Implications for Teachers and Parents. In F. Pajares & T. Urdan, Self-Efficacy Beliefs of Adolescents (pp. 339-367). Information Age Publishing. Search in Google Scholar

Piesche, N., Jonkmann, K., Fiege, C., & Keßler, J.-U. (2016). CLIL for all? A randomised controlled field experiment with sixth-grade students on the effects of content and language integrated science learning. Learning and Instruction, 44, S. 108–116. doi: 10.1016/j.learninstruc.2016.04.001.10.1016/j.learninstruc.2016.04.001 Search in Google Scholar

Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589–603.10.1037/0022-0663.95.3.589 Search in Google Scholar

Pihko, M. K. (2007). Foreign language anxiety in content and language integrated learning (CLIL) and in traditional foreign language classes. In S. Tella (Ed.), From brawn to brain: Strong signals in foreign language education (pp. 129–142). Helsinki: University of Helsinki. Search in Google Scholar

Preisfeld, A. (2016). Die Bedeutung bilingualen Experimentalunterrichts in Biologie für die fachliche und sprachliche Kompetenz. In B. Diehr, A. Preisfeld, & L. Schmelter (Ed.), Bilingualen Unterricht weiterentwickeln und erforschen (pp. 103-123). Frankfurt am Main: Peter Lang. Search in Google Scholar

Richter, R. (2004). And now – in English, please. Unterricht Biologie, 297/298, 4-12. Search in Google Scholar

Rodenhauser, A., & Preisfeld, A. (2015). Bilingual (German-English) Molecular Biology Courses in an Outof-School Lab on a University Campus: Cognitive and Affective Evaluation. International Journal of Environmental & Science Education, 10(1), 99-110. Search in Google Scholar

Rumlich, D. (2014). Prospective CLIL and non-CLIL students’ interest in English (classes): A quasi-experimental study on German sixth-graders. In R. Breeze, C. Llamas Saiz, & C. Martinez Pasamar (Ed.), Utrecht Studies in Language and Communication. Integration of theory and practice in CLIL (pp. 75-95). Rodopi. Search in Google Scholar

Rumlich, D. (2015). Zur affektiv-motivationalen Entwicklung von Lernenden im CLIL Unterricht. In B. Rüschoff, J. Sudhoff, & D. Wolff (Ed.), CLIL Revisited: Eine kritische Analyse des gegenwärtigen Standes des bilingualen Sachfachunterrichts (pp. 309-330). Frankfurt am Main: Peter Lang. Search in Google Scholar

Rumlich, D. (2016). Evaluating bilingual education in Germany: Peter Lang.10.3726/978-3-653-06460-5 Search in Google Scholar

Schiefele, U. (2009). Motivation. In E. Wild & J. Möller (Ed.), Pädagogische Psychologie (pp.151-177). Heidelberg: Springer Medizin Verlag. DOI 10.1007/978-3-540-88573-3_710.1007/978-3-540-88573-3_7 Search in Google Scholar

Schwarzer, R., & Jerusalem, M. (2002). Das Konzept der Selbstwirksamkeit. In M. Jerusalem & D. Hopf (Ed.), Zeitschrift für Pädagogik, Beiheft: Vol. 44. Selbstwirksamkeit und Motivationsprozesse in Bildungsinstitutionen (pp. 28-53). Weinheim: Beltz. Search in Google Scholar

Seikkula-Leino, J. (2007). CLIL Learning. Achievement Levels and Affective Factors. Language and Education, 21(4), S. 328–341. doi: 10.2167/le635.0.10.2167/le635.0 Search in Google Scholar

Sylven, L. K., & Thompson, A. S. (2015). Language learning motivation and CLIL Is there a connection? Journal of Immersion and Content-Based Language Education, 3(1), S. 28–50. doi: 10.1075/jicb.3.1.02syl10.1075/jicb.3.1.02syl Search in Google Scholar

Thompson, A. S., & Sylvén, L. K. (2015). “Does English make you nervous?” Anxiety profiles of CLIL and non-CLIL students in Sweden. Apples – Journal of Applied Language Studies, 9(2), 1–23.10.17011/apples/urn.201512093950 Search in Google Scholar

Tóth, Z. (2010). Foreign Language Anxiety and the Advanced Language Learner: A Study of Hungarian Students of English as a Foreign Language. Newcastle upon Tyne: Cambridge Scholars Publishing. Search in Google Scholar

van Mensel, L., Hiligsmann, P., Mettewie, L., & Galand, B. (2019). CLIL, an elitist language learning approach? A background analysis of English and Dutch CLIL pupils in French-speaking Belgium. LANGUAGE CULTURE AND CURRICULUM, 1(4), 1-14. https://doi.org/10.1080/07908318.2019.157107810.1080/07908318.2019.1571078 Search in Google Scholar

Verriere, K. (2014). Bilinguale Module im Mathematikunterricht und ihr Einfluss auf die Lernbereitschaft der Schüler/innen für das Sachfach. Trier: WVT Wiss. Verl. Search in Google Scholar

Wegner, C. (2009). Entwicklung und Evaluation des Projektes “Kolumbus-Kids” zur Förderung begabter SchülerInnen in den Naturwissenschaften (Dissertation). Bielefeld University, Bielefeld. Search in Google Scholar

Wolff, D. (2013). CLIL als europäisches Konzept. In W. Hallet & F. G. Königs (Ed.), Handbuch Bilingualer Unterricht – Content and Language Integrated Learning (pp. 18-25). Seelze: Friedrich Verlag. Search in Google Scholar

Zarobe, Y. R. (2008). CLIL and foreign language learning: A longitudinal study in the Basque Country. International CLIL Research Journal, 1 (1), 60-73. Search in Google Scholar

Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202–231). New York, NY, US: Cambridge University Press. Search in Google Scholar

Zydatiß, W. (2007). Deutsch-Englische Züge in Berlin (DEZIBEL). Eine Evaluation des bilingualen Sachfachunterrichts an Gymnasien. Frankfurt am Main: Peter Lang. Search in Google Scholar

eISSN:
2616-7697
Język:
Angielski
Częstotliwość wydawania:
Volume Open
Dziedziny czasopisma:
Social Sciences, Education, Curriculum and Pedagogy, other