Observation of CLIL science lessons showed meaningful language use, teacher scaffolding, code-switching, and development of both social and academic language¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Video-taped observation data indicated CLIL provided opportunities for acquiring language in meaningful settings, with teacher interaction, scaffolding, code-switching to L1, and attention to both social and academic language. → Xanthou 2011

Evidence¶

Xanthou 2011¶

Maria Xanthou. (2011). The impact of CLIL on L2 vocabulary development and content knowledge. English Teaching: Practice and Critique, 10(4). http://education.waikato.ac.nz/research/files/etpc/files/2011v10n4art7.pdf

q1 · i? · causal · r2

Qualitative observation of three video-taped CLIL science lessons. The article describes meaningful contexts for target words such as "deformation", teachers repeating and expanding students' answers, an oral gap-filling strategy, code-switching used "when necessary in order to facilitate knowledge retrieval", and restating conclusions in academic L2 language.

"Observation data showed that CLIL provides opportunities for acquiring language in meaningful settings."

Discussion¶

Learner Variables¶

• Academic and Critical Literacy — outcome: instruction changes it

Related Claims¶

• CLIL instruction through L2 was significantly better than teaching through L1 in promoting L2 vocabulary development across two experiments — related
• Bilingual language policy facilitates multilingual and multicultural pedagogical interaction in Indonesian university classrooms — related