Students’ and Teachers’ Perceptions of English in CLIL Lessons at an Austrian HTL for Business Informatics and Medical and Health Informatics

Masterarbeit , 2015 , 98 Seiten , Note: A

Didaktik für das Fach Englisch - Pädagogik, Sprachwissenschaft

CLIL has been promoted for solving problems of traditional language learning, student motivation and overcrowded curriculum, but the driving forces for implementing CLIL programs are different in each country.
There is great accordance within the European Union that existing language barriers need to be broken down to enhance the European integration (Marsh, 2002). Therefore, it is important that most of the students have a communicative proficiency in languages other than their mother tongue. This communicative proficiency can be reached in language teaching by many ways. One method is content and language integrated learning (CLIL).
CLIL is an approach that integrates the teaching of subject content with the teaching of a non-native language.
Learning other languages is very important in our global society. The knowledge of different languages helps learners to develop skills also in their first language. It helps them to develop skills to communicate about science, arts and technologies to people around the world.
In a CLIL classroom, the subject content and language skills are taught together.
The new curricula for the Austrian upper secondary vocational colleges (technical as well as economic) require the usage of the English language in content subjects. Within all subjects and teachers there must be at least 72 lessons per year taught in English.

Inhaltsverzeichnis

• INTRODUCTION
• THE FUTURE OF CLIL
• BACKGROUND
  • EDUCATIONAL ENVIRONMENT
  • PURPOSES AND SIGNIFICANCE OF THE STUDY
  • RESEARCH QUESTIONS
• LITERATURE REVIEW
  • CLIL: DEFINITION AND CHARACTERISTICS
  • Teaching in English vs. CLIL
  • Successful learning
    • The 4Cs Pedagogic Framework
  • Features of CLIL
  • CLIL teachers skills
    • Willingness to communicate (WTC)
• PERCEPTIONS ON THE ENGLISH LANGUAGE WITHIN CLIL IN OTHER STUDIES
  • TEACHERS' AND STUDENTS' PERCEPTIONS OF THE EFFECTS OF CLIL
  • LECTURER AND STUDENT PERCEPTIONS ON CLIL AT A SPANISH UNIVERSITY
  • CLIL IN JUNIOR VOCATIONAL SECONDARY EDUCATION
  • LEARNERS' ANXIETY AND MOTIVATION TOWARDS EMI LECTURES
  • LEARNERS' PERCEPTIONS OF THEIR EXPERIENCES OF LEARNING SUBJECT CONTENT THROUGH A FOREIGN LANGUAGE
  • STUDENT PERCEPTIONS ON HOW CONTENT BASED INSTRUCTION SUPPORTS LEARNER DEVELOPMENT IN A FOREIGN LANGUAGE CONTEXT
  • CONTENT AND LANGUAGE INTEGRATED LEARNING: PERCEPTIONS OF TEACHERS AND STUDENTS IN A HONG KONG SECONDARY SCHOOL
  • AN EXPLORATION OF THE EFFECTS OF COLLEGE ENGLISH TEACHER MISBEHAVIORS ON STUDENTS' WILLINGNESS TO COMMUNICATE IN ENGLISH CLASSES
• METHODOLOGY
  • PARTICIPANTS
  • INSTRUMENTS
    • DEVELOPMENT OF THE QUESTIONNAIRES
    • QUESTIONNAIRE FOR STUDENTS
    • QUESTIONNAIRE FOR TEACHERS
      • 1st Path for CLIL teachers
      • 2nd Path for nonCLIL teachers
  • DATA COLLECTION
  • DATA ANALYSIS
• RESULTS
  • STUDENTS VERSUS TEACHERS
  • Speaking English outside the school
  • Behavior in the classroom
  • FEELINGS OF STUDENTS AND TEACHERS
  • WORK OUTSIDE OF THE CLASS
    • Students' work outside of the class
    • Teachers' work outside of the class
  • MOTIVATION OF STUDENTS
  • PERCEPTION SCALES
    • Descriptive values of the perception scales
    • Students' and teachers' confidence and proficiency
    • Correlation between the perception scales
    • Correlations between students' motivation, proficiency, and confidence
  • IMPROVEMENT FOR THE CLIL LESSONS
    • Support for improvement
    • FREE COMMENTS
      • Comments of the students
      • Teachers should (from the point of view of students)
      • Comments of the teachers
• DISCUSSION
• REFLECTION AND ACTION PLAN
• LIMITATIONS
• LIST OF TABLES
• LIST OF FIGURES
• LIST OF ABBREVIATIONS
• REFERENCES
• APPENDIX
  • STUDENTS' QUESTIONNAIRE
  • TEACHERS' QUESTIONNAIRE
  • STUDENTS' RAW FINDINGS
  • TEACHERS' RAW FINDINGS

Zielsetzung und Themenschwerpunkte

This master thesis investigates the perceptions of students and teachers regarding the use of English in CLIL lessons at an Austrian HTL for Business Informatics and Medical and Health Informatics. The study aims to understand the effectiveness of CLIL in promoting language learning and content acquisition in a real-world educational setting.

• The effectiveness of CLIL in promoting language learning and content acquisition.
• The impact of CLIL on students' motivation and willingness to communicate in English.
• The challenges and opportunities associated with implementing CLIL in a specific educational context.
• The perceptions of students and teachers regarding the quality of English instruction in CLIL lessons.
• The role of teacher training and support in successful CLIL implementation.

Zusammenfassung der Kapitel

The introduction provides an overview of CLIL, its benefits, and its challenges in the Austrian educational context. It highlights the importance of CLIL in promoting language proficiency and preparing students for a globalized world. The chapter also discusses the future of CLIL and the need for adequate teacher training.

The literature review delves into the theoretical framework of CLIL, exploring its definition, characteristics, and pedagogical principles. It examines the relationship between CLIL and traditional language teaching, highlighting the unique features and challenges of CLIL. The chapter also discusses the importance of successful learning, the 4Cs Pedagogic Framework, and the skills required for effective CLIL teaching.

The methodology chapter outlines the research design, participants, instruments, and data analysis procedures. It describes the development of questionnaires for students and teachers, the data collection process, and the statistical methods used to analyze the data.

The results chapter presents the findings of the study, comparing the perceptions of students and teachers regarding the use of English in CLIL lessons. It examines the students' and teachers' confidence and proficiency in English, their motivation, and their perceptions of the effectiveness of CLIL. The chapter also explores the challenges and opportunities associated with CLIL implementation in the specific educational context.

The discussion chapter interprets the findings of the study, drawing conclusions about the effectiveness of CLIL in promoting language learning and content acquisition. It discusses the implications of the findings for educational practice and policy, highlighting the need for further research and development in the field of CLIL.

Schlüsselwörter

The keywords and focus themes of the text encompass CLIL, content and language integrated learning, English language learning, student perceptions, teacher perceptions, Austrian education, HTL, Business Informatics, Medical and Health Informatics, motivation, willingness to communicate, teacher training, and CLIL implementation.

• Veranstaltung: Master of Science in Teaching English
• Note: A
• Autor: DI MSc Peter Anzenberger (Autor:in)
• Erscheinungsjahr: 2015
• Seiten: 98
• Katalognummer: V287581
• ISBN (eBook): 9783656883111
• ISBN (Buch): 9783656883128
• Sprache: Englisch
• Schlagworte: CLIL, Teaching English, Austrian vocational college, HTL, Content and Language integrated Learning