An increasing number of schools across Europe offer education which integrates the teaching of content with that of language, sometimes known as CLIL (Content and Language Integrated Learning), or the Swedish equivalent SPRINT (språk- och innehållsintegrerad inlärning och undervisning). In Sweden this type of learning often goes under the name of cross-curricular or interdisciplinary work. This dissertation is a case study of one such project that integrated content and English and that took place in year 9 at a secondary school in southern Sweden. The purpose of the investigation was to find out what the teachers' and pupils' perceptions were of the use and role of English in this particular cross-curricular project. Applying case study methodology, data was collected using triangulation through observations, a focus group interview with the teachers and a pupil questionnaire. The results show that all the involved teachers and a majority of the pupils were positive towards the integration of content and language, but not on a permanent basis. The teachers felt that the project gave the pupils the opportunity to work with the language and develop communication skills. The pupils said that they had learned more speaking skills compared to being taught English as a separate subject, closely followed by writing and reading skills. However, some felt that they had not learned any grammar, which showed a view of English as a skills subject. The study shows that project-based cross-curricular work could be a successful way to integrate content and language, provided projects are well-planned and clearly structured.

Content and Language Integrated Learning (CLIL) is a dual focused pedagogical practice in which a language other than the students’ first language is taught through content. CLIL has grown to become a popular pedagogic approach within education systems across the world. However, research conducted in Swedish primary schools is extremely limited. Therefore, the aim of this study is to provide an insight into what factors are of relevance for the practice to be successful, as well as whether an implementation of the approach in the Swedish educational system would be beneficial. The study presents an overview regarding previous research and relevant theoretical perspectives. Semi-structured interviews with five primary school teachers in the south of Sweden were conducted for this study. The results reveal numerous beneficial factors, such as the students’ language skills and knowledge skills developing simultaneously in meaningful contexts. An additional beneficial factor expressed by all the interviewed teachers is the development of the students’ interculturality, which is stated as a key skill to develop through English as a Foreign Language (EFL) teaching by the Swedish National Board of Education (Skolverket). However, the conclusion demonstrates that the major challenges are the lack of a set framework and adapted materials available in Sweden for the pedagogical practice.

Over 20,000 Swedish lower high school students are currently learning mathematics in English but little research has been conducted in this area. This study looks into the question of how much second language learner training teachers teaching mathematics in English to Swedish speaking students have acquired and how many of those teachers are using effective teaching practices for second language learners. The study confirms earlier findings that report few teachers receive training in second language learning but indicates that some of the teaching practices shown to be effective with second language learners are being used in some Swedish schools / Mer än 20 000 högstadiet elever i Sverige har valt att lära sig matematik på engelska, men det finns väldigt lite forskning inom området. Detta arbete granskar hur mycket utbildning i andraspråksinlärning har lärare som undervisar matematik på engelska till svensktalande elever och hur många av de undervisnings-strategier som tidigare forskning har visat att vara effektiva används numera under matematiklektionerna på engelska? Arbetet bekräftar tidigare forskning, som visar att få lärare som undervisar matematik på engelska till svensktalande elever har fått utbildning i andraspråksinlärning, men den här forskningen visar att några av de effektiva strategierna numera används under matematiklektioner i vissa skolor. / <p>Matematik</p>

The main goal of the diploma thesis "Content and Language Integrated Learning with ICT using the Interactive Whiteboard" is to provide a comprehensible assessment of the potential benefits of employing CLIL during ICT lessons. The thesis focuses on the recent history of CLIL and its roots as well as the official support it receives from the European Union. This work also takes a look at the advantages CLIL has to offer and why anybody should consider using it. This work goes on to suggest some basic questions a teacher should ask him/herself when considering whether to employ CLIL or not. The Practical Part is focused on creating a series of activities that may serve as an example of using CLIL during ICT lessons while making use of the Interactive Whiteboard, one of the new tools that is available to an increasing number of schools. The Practical Part also includes sample files to be opened on the Interactive Whiteboard, the age range of learners for whom the activity is intended, their learning context, aims and expected learning outcomes for each activity as well as the kinds of tasks included in each activity and the expected problems. Key Words: CLIL, Content and Language Integrated Learning, ICT, Information and Communication Technology, IWB, Interactive Whiteboard, second language,...

Questa ricerca si propone di chiarire alcuni aspetti dell’insegnamento e dell’apprendimento di alcune strategie comunicative in una Lingua straniera (LS) simile: i nostri informanti sono studenti ispanofoni provenienti dalla Spagna e sono tutti di livello B1 del Quadro Comune Europeo di Riferimento per le Lingue. Tutti studiano italiano come LS. Alcuni di loro studiano nelle università del paese e gli altri nelle scuole ufficiali di lingue (EOI). Cerchiamo di osservare il livello di consapevolezza pragmatica raggiunto da questi informanti su alcuni atti comunicativi nella lingua straniera che studiano, tramite un test effettuauto con questionari comunicativi. Gli atti comunicativi osservati sono le richieste, le giustificazioni e le chiusure di conversazione in una prima fase pilota e le giustificazioni e chiusure di conversazione nella fase principale dello studio. L'obiettivo della ricerca è quello di vedere se l'affinità linguistica può aiutare gli informanti che partecipano al test, anche se sappiamo che le funzioni comunicative sono sempre specifiche nelle diverse culture, nonostante la forte somiglianza tra spagnolo e italiano. Inoltre, cerchiamo di dimostrare la validità dello strumento metodologico che utilizziamo per raccogliere i dati di ricerca. Il DCT ("Discorse completion test ") sono stati utilizzati più volte per raccogliere dati sulla pragmatica dell’interlingua e dell’intercultura e crediamo che essi rappresentano un valido metodo per la raccolta dei dati in un momento specifico di apprendimento di una LS (in questo caso, a livello B1) per valutare il livello raggiunto in queste funzioni comunicative.Ci proponiamo quindi di scoprire cosa si nasconde in questo settore dell'insegnamento delle LS affini, con l'idea anche di proporre progetti per la realizzazione di libri di testo e altro materiale didattico e di promuovere l'apprendimento dell’italiano da parte degli studenti spagnoli nativi della Spagna. Questo studio cerca anche di fare un confronto tra lo spagnolo e l’italiano nel campo delle richieste e delle giustificazioni, e tenendo conto del fatto che tale lavoro non era stato fatto prima, questa ricerca può chiarire alcune cose in questo settore della pragmatica e rappresentare un punto di partenza per ulteriori studi. I risultati dell’analisi dei dati sono positivi, la maggior parte degli informanti ha fatto registrare prestazioni accettabili nel test e un ricercatore indipendente specializzato in linguistica, ha analizzato i dati e ha convalidato la ricerca con una percentuale molto alta di accordo con noi. Per risultati ancor piu’ definitivi saranno necessari altri studi che utilizzino altri strumenti di raccolta dati, ma questa ricerca gia’ rende chiaro che, nonostante la scarsità di trattamento degli atti comunicativi nei libri di testo, gli studenti spagnoli hanno una buona consapevolezza pragmatica delle formule strategiche necessarie in italiano, e cio’ e’dovuto a una buona somiglianza delle norme sociali che vengono utilizzate nelle due culture. / En esta investigación queremos aclarar unos aspectos de la enseñanza y aprendizaje de las estrategias comunicativas en una LE afín: nuestros informantes son estudiantes hispanohablantes de España, todos son de nivel B1 del marco común europeo de referencia para las lenguas. Todos estudian el italiano. Algunos informantes estudian en universidades del país y otros en Escuelas Oficiales de Idiomas (EOI). Intentamos observar el nivel de conciencia pragmática logrado por estos informantes en unos actos comunicativos en el idioma extranjero afín que estudian, mediante una prueba por medio de cuestionarios comunicativos. Los actos comunicativos que se observan son solicitudes, justificaciones y cierres conversacionales en una fase piloto y las justificaciones y los cierres conversacionales en la fase principal del estudio. El objetivo de la investigación es observar si la afinidad lingüística puede ser de ayuda a los informantes que participan en la prueba, aunque sabemos que las funciones comunicativas son siempre específicas en las diferentes culturas, no obstante la fuerte semejanza lingüística entre español e italiano. Además, intentamos demostrar la validez del instrumento metodológico que utilizamos para recoger los datos de la investigación. Los DCT (“discourse completion test”) se han utilizado muchas veces para la recogida de datos sobre la pragmática de la interlengua y de la intercultura y creemos que representan un método válido para recoger datos en un momento específico del aprendizaje de una LE (en este caso en el nivel B1) para evaluar el nivel logrado en esas funciones comunicativas. Queremos por lo tanto descubrir lo que se esconde en esta área de la didáctica de LE afines con la idea de proponer también proyectos para la realización de libros de textos y otro material para la enseñanza y para favorecer el aprendizaje del italiano por parte de estudiantes nativos de España. Este estudio, además, intenta hacer una comparación entre el español y el italiano en el ámbito de las solicitudes y de las justificaciones, y teniendo en consideración que este tipo de trabajo no se había hecho antes, esta investigación puede aclarar algunas cosas en esta área de la pragmática y hacer de punto de partida para otros estudios. Los resultados del análisis de datos son positivos, la mayoría de los informantes ha realizado prestaciones aceptables en las pruebas y un investigador independiente, especializado en lingüística, ha analizado los datos y convalidado la investigación con un porcentaje muy alto de acuerdo con nosotros. Para resultados mayormente definitivos serán necesarios otros estudios que emplean también otros instrumentos de recogida de datos pero este investigación ya aclara que, no obstante un escaso tratamiento de los actos comunicativos en los libros de texto, los estudiantes españoles saben bastante bien las formulas estratégicas que se requieren en Italiano, debido a una buena semejanza de las normas sociales que se utilizan en las dos culturas.

This thesis presents English-medium instruction (EMI) in the Swedish context, focusing on perspectives and practices in two schools. The research question is as follows: How and why is EMI offered, chosen, and practiced in the Swedish upper secondary school today? The aim is to explore the status of the educational option, the reasons for offering EMI to stakeholders, the stakeholders’ beliefs about and goals of EMI, and the implementation of EMI in the classroom. A survey of all upper secondary schools in Sweden was conducted to ascertain the spread of content teaching through a foreign language. The educational context was studied from an ecological perspective using methods based in linguistic ethnography. Language alternation, academic language, and language hierarchy were all considered. Interviews were analysed for content; and classroom language use was analysed for language choice and function. The concepts of affordance and scaffolding together with translanguaging were key. The de facto policies of the micro contexts of the schools were examined in light of the declared national policy of the macro context of Sweden. The results indicate that the option in Swedish schools has not increased, and also tends to only be EMI—not Content and Language Integrated Learning (CLIL) or instruction through other languages. EMI is offered for prestige, an international profile, marketing potential and personal interest. EMI students are academically motivated and confident, and see the option as “fun”. 100% EMI in the lessons is not the goal or the practice. Translanguaging is abundant, but how language alternation is perceived as an affordance or not differs in the two schools. One focuses on how the languages are used while the other focuses on how much each language is used. In conclusion, the analysis suggests that a development of definitions and practices of EMI in Sweden is needed, especially in relation to language policy and language hierarchy.

Esta tesis doctoral pretende aportar nuevos datos sobre los efectos del enfoque AICLE (Aprendizaje Integrado de Contenido y Lengua Extranjera) en las habilidades productivas y receptivas de los alumnos de una escuela privada de Barcelona (Catalunya). Se trata de una comunidad bilingüe en la que las lenguas oficiales son el catalán y el español y en la que el inglés representa la tercera lengua del curriculum. Con este objetivo, se analizan longitudinalmente 100 alumnos bilingües catalán / español de edades comprendidas entre 12 y 15 a lo largo de dos años académicos en dos contextos de exposición diferentes: EFL (inglés sólo como asignatura de lengua extranjera, n=50, grupo de control) y AICLE (inglés como medio de instrucción cuando estudian ciencias naturales, n=50, grupo experimental). Se extraen datos a partir de las habilidades productivas y receptivas y se analizan de forma cuantitativa y cualitativa utilizando un diseño posttest al final de cada curso académico. Los resultados demuestran la efectividad del enfoque AICLE aunque no de forma generalizada en todas las habilidades. A diferencia de investigaciones anteriores, es importante destacar la mejora de la corrección dentro de la producción escrita y de las habilidades léxico-gramaticales. Finalmente, los resultados tienden a confirmar que el factor edad es relevante y que obtienen mejores resultados los sujetos mayores. / The present study seeks to contribute new evidence on the effects of the CLIL approach (Content and Language Integrated Learning) on the learners’ productive and receptive skills in a private school in Barcelona (Catalonia). This is a bilingual community in which both Catalan and Spanish are official languages and where English represents the third language included in the currículum. For that purpose, 100 bilingual Catalan / Spanish students aged 12 to 15 are analysed longitudinally over two academic years in two different types of exposure contexts: EFL (English only as a foreign language school subject, n=50, control group) and CLIL (English as medium of instruction when learning Science, n=50, experimental group). Data are elicited both for productive and comprehension skills and are analysed quantitatively and qualitatively using a posttest design at the end of each academic year. The results show the effectiveness of the CLIL approach, however not in all skills. In contrast with findings published in previous studies, the subjects’ writing and particularly so accuracy, significatively progressed and so did lexico-grammatical abilities.Results also tend to confirm that age had an impact and thus the older, the better.

This thesis presents English-medium instruction (EMI) in the Swedish context, focusing on perspectives and practices in two schools. The research question is as follows: How and why is EMI offered, chosen, and practiced in the Swedish upper secondary school today? The aim is to explore the status of the educational option, the reasons for offering EMI to stakeholders, the stakeholders’ beliefs about and goals of EMI, and the implementation of EMI in the classroom. A survey of all upper secondary schools in Sweden was conducted to ascertain the spread of content teaching through a foreign language. The educational context was studied from an ecological perspective using methods based in linguistic ethnography. Language alternation, academic language, and language hierarchy were all considered. Interviews were analysed for content; and classroom language use was analysed for language choice and function. The concepts of affordance and scaffolding together with translanguaging were key. The de facto policies of the micro contexts of the schools were examined in light of the declared national policy of the macro context of Sweden. The results indicate that the option in Swedish schools has not increased, and also tends to only be EMI—not Content and Language Integrated Learning (CLIL) or instruction through other languages. EMI is offered for prestige, an international profile, marketing potential and personal interest. EMI students are academically motivated and confident, and see the option as “fun”. 100% EMI in the lessons is not the goal or the practice. Translanguaging is abundant, but how language alternation is perceived as an affordance or not differs in the two schools. One focuses on how the languages are used while the other focuses on how much each language is used. In conclusion, the analysis suggests that a development of definitions and practices of EMI in Sweden is needed, especially in relation to language policy and language hierarchy.

The thesis is focused on the implementation of method of content and language integrated learning in mathematics in the small school where several grades are taught in one class. The thesis is divided into two parts. The theoretical part deals with issues related to teaching of vocational subject in the foreign language. I define CLIL and show the opening implementation of teaching of this method in schools in the Czech Republic. Then, I concern the advantages and disadvantages of this method, the suitability of different subjects and to implement different variants of CLIL, which I can use while teaching at different stages of education in the Czech school system. The main aim of the practical part is to create educational materials and individual plans of lessons for teaching a curriculum of mathematics in English at the first stage of the primary school for grades 4 and 5, implementation of this method to teaching in selected small school and confirmation or refutation the statements of the authors of publications that, if implemented CLIL teaching at schools, it brings indisputable advantages for the whole educational process.

This literature review explores the global trend towards implementing English as a medium of instruction in the form of Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI) in countries where English is not an official language. Additionally, the essay analyses stakeholders’ perspectives on English language instruction and Extramural English (EE).This is done in a European and Swedish context to explore CLIL, EMI and EE possible effects on proficiency on English and mother tongue from a language hierarchy, second language motivational and egalitarian perspective. The results of the review indicate that further research regarding CLIL, EMI and EE is essential to improve CLIL and EMI education in a European and Swedish context.