One way of promoting language learning is the method of CLIL (Content and Language Integrated Learning) which refers to any dual-focused educational context in which an additional language, thus not usually the mother tongue of the learners involved, is used as a medium in the teaching and learning of non-language content. The diploma thesis describes the experimental teaching of mathematics in an elementary school in Jindřichův Hradec. The aim of this work was to create worksheets in the English language suitable for the experimental teaching of the mathematical subject matter of Fractions by the method of CLIL, to describe particular lessons of mathematics, and finally to evaluate the efficiency of such teaching using the prepared worksheets. The conclusions of the work should serve to other teachers of mathematics who would be interested in the teaching of mathematics as a source of information and experience with this type of teaching.

English language education in Brazilian private school systems is undergoing changes. Several school systems have opted for the implementation of an American high school curriculum using a Content-based Instruction (CBI) or Content and Language Integrated Learning (CLIL) curricular framework within which students apply their language skills to learning subject specific academic content. High School International (HSI) is one of the providers of a CLIL curriculum. In this descriptive case study of the implementation of the HSI CLIL curriculum in a private boarding school in the Southeast of Brazil respective stakeholders were interviewed and their experiences have been described and analyzed. Certain critical aspects have been identified. Involvement of the school principal and administration is one of the key ingredients of a successful implementation. Planning the implementation months in advance, such as preparing the curriculum, course outlines, and schedules, training of teachers, staff, and academic coordinator, definitely eases the whole process.

The use of an interactive mathematics software program was applied to first-year Foundations-level female students in a CLIL classroom in the United Arab Emirates, utilizing PC tablets. The learning experience was made to be enjoyable as well as meaningful, all while utilizing technology in the hopes of creating more autonomous students who would benefit from the change in pedagogy as they embarked on their tertiary learning experience. Their textbooks were integrated into an interactive program using Blackboard (Bb) to include video clips, authentic applications, and interactive applications in order to present the curriculum. Formative assessments were included throughout the process, all aimed specifically at second-language (L2) students with a minimum band of 2.5 level of English, in an attempt to give them immediate feedback on the learning process. The students‘ perspective for this particular medium of delivery shall be discussed and compared with traditional teacher-centered teaching, using the textbook, via observation data, questionnaires, and focus group data analysis. It is hoped that the data accumulated will contribute significantly to the usefulness (or lack of) technology-based instruction and best practices in mathematical interactive software development, specifically for Foundations-level L2 students in the UAE.

The increasing momentum behind the use of Content Language and Integrated learning (CLIL) within the Dutch educational system is a disputed one. Despite a considerable body of literature supporting the benefits of CLIL many stakeholders feel otherwise and are reluctant to employ CLIL despite the generally positive literature. Others are more enthusiastic and take (forms of) CLIL on board only to dismiss its principles after a number of years, leaving them disappointed; some educational institutes manage to implement a different approach to teaching successfully whereas others seem to fail. Hence there is a need for research to explore the issues that may cause disjunction between CLIL models of best practice as described in literature and everyday work situations. This thesis seeks to explore the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning. An interview study was conducted to identify the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning as well as an identification of disjunctures when experiences and expectations of the professionals were placed next to each other and compared in detail. This thesis presents the key findings of in depth semi- structured interviews with six teachers and two headmasters in secondary education at two different locations. The stakeholders were closely involved in the implementation of CLIL. The analysis I employed sought to interpret and pin down insiders' views on the consequences of the implementation of CLIL in their professional and social lives by means of inductive approaches and techniques. The data procured from the interviews were very rich and meaningful, which support the discussion on issues in the implementation of CLIL. The findings showed that the stakeholders at each setting approached CLIL differently and experienced different forms of disjuncture. The obstacles and possible frictions have been mentioned in this study which require attention, for when the frictions described in this study are addressed in a profound and resolute manner the CLIL case, or any new educational implementation, may well be furthered.

Made available in DSpace on 2018-08-01T23:37:22Z (GMT). No. of bitstreams: 1 tese_9540_Dissertação de João Gabriel De Conte Carvalho de Alencar - ABORDAGEM DE ENSINO DE LÍNGUA INGLESA POR MEIO DE CONTEÚDOS E FORMAÇÃO DE PROFESSORES - apropriações, possibilidades e limitações.pdf: 16893955 bytes, checksum: 768776817016374b93562ddd5933aad9 (MD5) Previous issue date: 2016-02-17 / Este trabalho tem como objetivo investigar as possibilidades, limitações e apropriações da Abordagem de Ensino de Conteúdos Diversos por meio da Língua (AECL, Content and Language Integrated Learning ou CLIL, na abreviação em inglês) (por exemplo, COYLE; HOOD; MARSCH, 2010) no ensino de inglês como língua adicional no atual contexto educacional brasileiro. Com este fim, o estudo analisa evidências de um curso de formação de professores de inglês de uma universidade federal do sudeste e crenças de professores em formação desse curso. A metodologia do estudo é de cunho híbrido, triangulando dados quantitativos e, predominantemente, qualitativos (DORNYEI, 2007) e baseada na pesquisa do tipo exploratória (GIL, 2002). A coleta de dados inclui busca documental, entrevistas e questionários aplicados aos alunos e à professora da disciplina de Estágio Supervisionado do curso investigado e a análise dos planos de aula produzidos pelos alunos dessa disciplina. A análise do curso indica que a AECL não está explicitamente incluída em seu currículo. As análises dos questionários e entrevistas sugerem que apesar dos benefícios da AECL, seu uso é visto pelos professores em formação como um enorme desafio no cenário educacional nacional, uma vez que exige uma demanda profissional atualmente incompatível com nossa realidade por pressupor a existência de profissionais de língua capacitados para o ensino de conteúdos diversos e o inverso. A análise das entrevistas mostrou que a produção de materiais baseados na AECL demanda maior tempo e investimento na formação e capacitação docente em geral e na língua especificamente. Finalmente, a análise dos planos de aula sugere uma intenção de apropriação da AECL nos planos de aula, embora os planos sejam ainda de natureza estrutural. De forma geral, os resultados do estudo sugerem que a AECL representa um potencial relevante para o ensino de línguas, mas que requer um maior investimento, traduzido na formação, qualificação e valorização docente em geral e do professor de língua estrangeira especificamente. O estudo sugere a implementação gradativa da AECL na educação básica brasileira em combinação com outras abordagens que podem ser usadas simultaneamente ou posteriormente à AECL, bem como a colaboração entre professores de línguas e professores de conteúdos diversos.

Efter flera årtionden av invandring har den svenska skolan fler elever än någonsin som talar ett annat modersmål än svenska. Tyvärr visar också studier (Begler & Ahnborg, 2011; Torpsten, 2012, s. 77–78) att elever med annat modersmål inte lyckas lika bra som övriga elever i skolan. Därför är syftet med denna studie att undersöka, i ett svenskt sammanhang, dels vilka attityder nyanlända elever och deras lärare i engelska har till flerspråkighet och modersmålsundervisning, dels vilka förutsättningar de anser att nyanlända har för engelskinlärning, och varför, och dels vilka stödstrukturer som bör användas för att inkludera nyanlända i engelskundervisningen. Följaktligen har tretton nyanlända gymnasieelever respektive fem engelsklärare på gymnasienivå intervjuats. Elevernas och lärarnas svar indikerade att modersmålsundervisning och studiehandledning på modersmålet är av låg prioritet, framför allt från elevernas sida, medan det också framkom att elevernas motivation för engelskämnet är mest avgörande för att de ska bli godkända i engelskämnet. Dessutom är det möjligt att koppla de inkluderande strategierna som studiens lärare och elever nämner till vilken potential de har att motivera eleverna till att lära sig engelska. Sammanfattat kan den modersmålsundervisning och studiehandledning på modersmålet som erbjuds behöva granskas ytterligare och det kan finnas ett behov av att formulera strategier för hur flerspråkighetens potential kan utnyttjas av ordinarie engelsklärare i klassrummet. Dessutom kan studiestödets funktion respektive andra alternativa stödstrukturer behöva diskuteras.

The purpose of this thesis is to give account of experimental teaching of a CLIL, namely in combination with blended learning at the second level of elementary school. The starting point was a reflection on how to relieve the overloaded of schedule of lessons devoted to non-linguistic subjects, in which many teachers now struggle with time to manage to teach all that is needed. To answer the question as to how pupils of an eighth grade of primary school, would respond to a new type of lessons in an unusual form, I tried to perform a teaching experiment in which the pupils went through a hard CLIL programme driven by blended learning. The available resources on this issue have been elaborated in the form of the theoretical part, which forms the first part of this work. It deals with CLIL, e- lerarning and blended learning. The second part consists of the preparation of the research and the third part is devoted to its implementation. The research consisted of three hours of full-time teaching enriched by blocks of e-learning support. During the preparation and implementation of the project, I tried to find sources of motivation that would encourage pupils to spend their extra-maths learning time. I collected the data for the subsequent analysis by participating and mediated observation, using...

Biologiundervisning på ett för elever och lärare främmande språk är utmanande och ställer krav på språkliga och kognitiva förmågor. I denna studie intervjuas fyra biologilärare i grund- och gymnasieskolan om hur de ser på olika språkbruk i undervisningen samt vilka språkutvecklande arbetssätt de använder. Intervjumaterialet analyserades utifrån fenomenografi för att beskriva variationen av uppfattningar. Resultatet visar två synsätt bland lärarna: 1) skol- och ämnesspråket är viktigast och undervisningen bör i huvudsak organiseras kring utvecklandet av dessa, 2) vardagsspråket är en nödvändig förutsättning för skol- och ämnesspråket, undervisningen bör därför först organiseras kring utvecklandet av detta. Första gruppen lärare tenderar att förutsätta tillräckliga språkfärdigheter hos eleverna. Andra gruppen lärare gör färre sådana antaganden. Första gruppen lärare använder transspråkande, struktur samt elev till elev-stöd som språkutvecklande arbetssätt. Andra gruppen lärare använder utöver dessa även multimodalt lärande. Utifrån resultatet diskuteras utmaningar och fördelar kring olika sätt att organisera undervisningen i relation till språkutveckling.

The purpose of this study is to investigate how content and language integrated language learning (CLIL) is applied in international school classrooms in the southern part of Sweden, and to elaborate on how confidence in language use and learner engagement is best triggered in a content integrated setting. Previous findings regarding common practices in language education in Swedish schools reveal that authentic materials are still scarce in language classrooms. Textbooks and workbooks are the primary teaching resource. On the basis of our own observations we have noted that students’ confidence in using the language in authentic situations seem low and learner engagement is often lacking in such traditional educational settings. Hence, in this study, semi-structured, indepth interviews with three experienced language teachers at international schools were conducted. Our purpose was to explore how to bring the successful practices of those classrooms into the language classrooms of mainstream Swedish schools. A conclusion that can be drawn from the study is that both learner engagement and students’ confidence in using the language are characteristic. It can also be noted that content integration, with extensive focus on authentic materials and cooperation, promote language development. In their experiences, all different types of learners do benefit from the approach, but the main challenge outlined by the participants is the planning of the teaching units, as to provide the right support and challenges for the different learners, and to design the tasks so that natural collaboration will occur. According to the respondents, a key factor for introducing a content integrated collaborative language classroom to new students, is to inform them ofthe reasons for the change, and to allow time for adaption, taking small steps at the time.

The Swedish government has authorised the teaching of mathematics in English to Swedish speaking students. Much of that teaching is performed by foreign trained native English speaking teachers lacking training in second language learners. This systematic review summarises international studies from the last ten years that deal with the teaching of mathematics to second language learners. The review shows that second language students working in a bilingual environment achieve higher rates of content and language knowledge than learners in a monolingual environment. This study also summarises some of the teacher practices that are effective for teaching mathematics in English to second language learners.