This thesis investigates whether studying through English has an effect on the written texts secondary school students produce in their first language, Spanish. Research in bilingual education has tended to focus on students‟ language proficiency and academic achievement as opposed to investigating differences in discourse norms. However, an increased awareness of the role of discourse in language use and the culturally-specific nature of discourse, along with a growing concern over the dominance of the English language in Europe and elsewhere, have widened the range of questions identified as requiring investigation in bilingual education. Popular understanding suggests that English speakers make different choices from Spanish speakers in particular rhetorical situations. Although research into these contrasts can be problematic, there is support for the existence of cultural preference in the selection of options, and specific areas of similarity and difference between Spanish and English discourse have been suggested. This study then looks at one group of secondary three (3º E.S.O.) Spanish students studying through English on a Content and Language Integrated Learning (CLIL) programme in Spain, and compares two sets of argumentative texts written in Spanish by the CLIL students with equivalent texts written by non-CLIL students in the same school. Forty-eight texts are examined in total, and the comparison draws on previous research into discourse differences between Spanish and English texts from contrastive rhetoric, systemic functional linguistics (SFL), and other fields, using tools from SFL for the textual analysis. Areas of analysis include use of clause complexes, multiple Theme and thematic progression, and also genre structure and text organisation strategies for argumentative writing. The main contrasts are found to be in length of t-units, use of simplexes versus complexes, use of multiple Theme, and some issues of text structure. These differences largely correspond to contrasts found in studies comparing written Spanish and written English text, with the CLIL students‟ texts showing features more commonly associated with English writing. Additional data from analysis of the geography textbooks used by the CLIL and non-CLIL students, questionnaires administered to these students, and interviews with their teachers are also used to explore the possible CLIL effect on the students‟ written text. The study discusses how discourse conventions associated with English text in contrast with Spanish text may have influenced the Spanish writing of the CLIL students, considering possibilities including the effect of direct and indirect teaching, and the more general impact of the CLIL programme. Also explored is the question of whether this possible influence of English on Spanish language use is a matter for concern or not, with increased work on language and discourse awareness suggested as a potential response. Methodological issues raised through the study relating to aspects of text analysis and of data collection are also addressed.

This work refers to the topic of bilingual mathematics education. It is focused on monitoring the communicational influences of teacher's and pupil's language, categorization of the disturbing effects and possibilities, how the teacher should prepare for them and how to solve them. A significant role plays the reflection of the teacher, as the results were done on the basis of action research during teaching in England, Germany and the Czech Republic. The teaching was realized in a second language as well for the teacher as for the pupils. The teacher was at the same time experimenter as well as author of this work. The theoretical part results from dealing with scientific literature about bilingualism, bilingual education, methodology of CLIL (Content and Language Integrated Learning), relations between first language, language of mathematics and the foreign language. In the practical part an analysis of lessons performed in mathematics with the subject of probability is carried out. The teaching was focused on playing a game with dice and deciding whether the game is fair or not. The lessons were audio taped and transcriptions of the spoken language were made. An analysis of the language, teacher's mistakes, communicational interference, proportional relations on communication of the pupils and of the...

This diploma thesis, titled "Pythagorean Theorem in CLIL lessons", deals with one of the possible strategies in bilingual education - CLIL method which links teaching of a non- linguistic subject and a foreign language, mathematics and English, in this case. For the realization of CLIL method I have chosen the topic of the introduction to Pythagorean Theorem. The aim of this thesis was to check whether the chosen topic is suitable for CLIL lessons, then the influence of a foreign language on the active involvement of pupils in the lesson and on understanding of the subject matter. At the beginning, I focus on general integration of the content subject and a foreign language and then I describe the preparation of the experiment. The core of this thesis is the project of the CLIL lesson. The project was realized in the experimental groups, the gained data have been processed on the base of observation and analysis of the final individual work and the questionnaire. The results show the potential of the CLIL method as a new possibility for bilingual teaching of content subjects.

This case study investigates teachers’ and students’ perceptions about engaging with the disciplinary and linguistic demands of a new Italian law programme, launched for the first time in academic year 2006-2007, taught entirely in English in an Italian university. The study examines students’ and teachers’ perceptions as they engage with teaching and learning law in English. This is a timely international higher education case study, given present policy initiatives in the European Union (EU) towards upgrading language education in the region, and in parallel, raising Europeans’ language mastery and skills from monolingual to plurilingual status by promoting and improving the conditions for the learning of at least two additional foreign languages other than the mother tongue for all citizens. The case study is far-reaching in that the present need for cutting-edge methodology in the EU calls for renewed ways of articulating the curriculum to teach subjects and foreign languages. This study compares two new but very different pedagogical models, English as medium of instruction (EMI), the design adopted for teaching law in English at the Italian law programme, and Content and Language Integrated Learning (CLIL), a rival methodology which consists in the ‘integration’ of language and learning subjects within a single curriculum. Based on the data submitted, the study questions the assumption that teaching a subject in a foreign language at university automatically results in language learning. Given the nature and degree of complexity of the subjects taught in the courses researched, in satisfying the university requirements for high quality teaching and learning to achieve ‘high quality’ learning for all, there are certain conditions which impact the learning process (e.g., teaching approaches and styles, level and use of English by teachers and students, intercultural preparedness of students to work together). The study confidently predicts that without these pre-set design conditions, the type of teaching and learning methodology implemented in the programme examined, generalizable to other programmes, is destined to perpetuate poor quality delivery and unfulfilled educational goals.

We live in an increasingly interconnected world where being bilingual or multilingual is the norm. Content and Language Integrated Learning (CLIL) is an effective way to practice important skills for global citizens. The importance of the ability to communicate across cultures in other languages is increasing globally in schools through the expanding use of languages and the inclusion of bilingual education opportunities. It is in school that students can become proficient language users while they learn the content of other language areas. This study presents an overview of four teachers' perceptions of implementing CLIL at the primary school level in Sweden. Hence, the aim is to highlight the effectiveness of CLIL and determine what underlying factors seem to be beneficial and/or challenging when using the method. Four qualitative interviews complemented with four lesson observations were conducted in three international primary schools. The results revealed several success factors, such as heightened skills in oral communication and cognition, increased intercultural awareness and language development. Although the findings showed several beneficial factors, some challenges emerged. For example, the teachers mentioned difficulties in convincing colleagues to participate and in addressing students’ different academic levels in English, as well as the potential loss of vocabulary in their first language when using English exclusively. In sum, perceptions about language and language learning have been shown to highlight both benefits and challenges in using methods such as CLIL. However, CLIL does appear on balance to be effective in that it promotes content learning as well as enhances students’ multilingual development.

English has been on the rise on the global stage for the last half century, and is now the most studied second language, being used regularly in international academia, social and mainstream media and international relations. In Sweden, the increase in the use of English is particularly noticeable in the country’s higher education system, with recent studies reporting a significant increase in English as the language of instruction. Although Sweden has a generally high proficiency in English, recent reports show a number of students feel insecure in using English at universities. A possible pedagogical method to address students' uncertainty is Content and Language Integrated Learning (CLIL). While there is much research regarding CLIL, the research is divided on its efficacy best practices, and research is limited in the Swedish context. Thus, the purpose of this study is to investigate the beliefs and practices of CLIL among upper secondary English teachers in Sweden in order to add to the body of knowledge surrounding CLIL use, especially in the Swedish context. Data collection was done with a survey sent out to 260 schools in Sweden. The results of the study are limited in scope and depth due to very low response rates (n=8), but tentative conclusions may be drawn from it that support earlier findings, such as the importance of certain contextual factors in the school. The study concludes that CLIL is indeed an appreciated tool among the teachers asked, and that any teacher who is considering using it should ensure that the school environment is one that facilitates CLIL rather than hinders it.

The purpose of this phenomenological study is to explore experiences of English medium schools in Sweden through the narratives of participants (students and parents), and the educational philosophy of one independent school organisation. The theoretical perspective of Knud Illeris’ learning dimensions has been applied as an analytical tool to investigate the content, incentive and social/societal dimensions. As previous research on English medium education in Sweden have mainly investigated the content and incentive dimensions of learning, this study has a stronger focus on the social and societal dimension. A phenomenological approach extracted the experiences from participants in English medium schooling as written or oral narratives. The perspective of an English medium school organisation was explored through their educational philosophy as described in their Ethos. One of the main results of this study is that the positive influence of English is mentioned in all learning dimensions. English is not only described as an important learning content and incentive to learn, but also as an essential part of the school culture and an access to a global society. Another result is the importance of the unique school atmosphere that has been created through consistent rules of conduct and high expectations of academic achievement. The cultural diversity in the school and how this is described as a motivational factor and an opportunity to share and learn other perspectives is the final main result of the study.

Cette recherche propose une étude des séquences explicatives relevées au sein de cours de disciplines non-linguistiques dispensés en langue étrangère. Elle s'inscrit dans le cadre plus général des travaux ayant pour objet l'analyse des interactions de classes dans des structures d'enseignement bi- ou plurilingues. La première partie vise à caractériser le terrain spécifique qui est le nôtre : à la lumière des typologies existantes, nous y présentons le système d'enseignement bilingue adopté parles écoles de l'UNRWA (Liban). Ces repères sociolinguistiques donnés, nous apportons des éléments relatifs à notre démarche méthodologique en questionnant le rôle du chercheur et en nous arrêtant sur ce qui a guidé notre collecte et notre analyse de données. Nous définissons ensuite ce que nous entendons par "séquences explicatives" en situant ces séquences au sein des discours de la classe. La deuxième partie est consacrée à l'analyse de nos données et nous permet de travailler sur la réalisation de quatre tâches du cours de DNL : comprendre un document scientifique en classe de biologie, mener une expérience en physique-chimie, écrire un compte-rendu d'expérience dans cette même discipline et résoudre une équation en mathématiques. Notre analyse s'articule principalement autour de trois critères : celui de l'intégration entre langue et discipline, celui du mode bilingue de conversation et enfin celui des formes que prennent les interactions pédagogiques. / This research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction.

In connection with the introduction of the current curriculum in 2011, a student’s language development became the shared responsibility of all subject areas. This imply that a student’s knowledge development can be strengthened no matter the subject area through teaching methods that focus on developing language skills.The purpose of this study is to develop the teaching of the subject ‘Digital Creation’ using a language-improvement perspective. The questions asked include: what do the contents and structure of a teaching plan with focus on language development look like in practice and how can my teaching develop through planning and focusing on language development?The theoretical basis has been taken from the Swedish National Agency for Education's competence development initiative ‘Läslyftet’ where a part of a module has been selected. Its content has formed the basis for processing an already existing lesson plan, which then has been tried and evaluated through a series of lesson trials. The work has been carried out in the form of practical development work using an autoethnographic method, where own reflections together with the students' results and evaluations formed the basis for further reflection and analysis.Existing research,which formed the basis for the structure and method of the work, shows that development and persistent change in teachers' method of teaching often relies on new ideas and tools tried in practice. By implementation through new experiences, positive and persistent change can occur.This development project indicates that the teacher can, with relatively few tools, get a more language-oriented approach in their teaching. The result suggests that it can have a positive impact on students' knowledge development and understanding.

The purpose of this research overview is to analyze previous research and see how theeducational approach Content and Language Integrated Learning (CLIL) has affected students’ language development and subject knowledge. The study is aimed at the Swedish upper secondary school and focuses on language learning and knowledge development in the subject of ´History. The paper is based on the research question: How has the CLILapproach been implemented in history education for the purpose of promoting students’language development as well as subject knowledge, and how is this perceived from a teacher- and student perspective? Several search engines were used for the gathering of research articles for this overview, such as; ERIC, SWEPUB, Libsearch and to a small extent Google Scholar. In order to find the most relevant data, several inclusion and exclusion criteria were applied to the searches. During the process of evaluating relevant articles, a smaller version of an annotated bibliography was created to speed up the work process. The research shows that there are not any clear guidelines on how effective CLILeducation should be implemented and that the subject of History does not seem to benefit from the implementation of it. However, most researchers agree that further investigation regarding the content-part of CLIL is needed to get an understanding of how the implementation of such educational approaches affect both language development and subject knowledge.