What is it about?
The article presents how primary school pupils in Switzerland with varying English proficiency engage with learning opportunities in Content and Language Integrated Learning (CLIL). Using a lesson study approach, the focus was on how high-attaining, average-attaining, and low-attaining learners use the CLIL lessons for developing their spoken communication. Results suggest that high-attainers and average-attainers used the opportunities similarly to develop their oral English skills. Low-attaining learners, on the other hand, used the learning opportunities significantly differently but still achieved the objectives set by the curriculum.
Featured Image
Photo by Raimond Klavins on Unsplash
Why is it important?
The article explores how young heterogenous learners cope with CLIL, an educational approach that is effective, yet challenging for English users with limiting target language skills.
Perspectives
The article draws a positive picture that CLIL is feasible for all learners - provided that class caters for diversity and supports learners to contribute according to their individual learning dispositions.
Silvia Frank
Padagogische Hochschule Luzern
Read the Original
This page is a summary of: The communicative CLIL classroom, Journal of Immersion and Content-Based Language Education, September 2023, John Benjamins,
DOI: 10.1075/jicb.21015.fra.
You can read the full text:
Contributors
The following have contributed to this page
