This thesis deals with CLIL (Content Language Integrated Learning) as a teaching strategy which uses a foreign language for teaching the content of a non-language subject. The aim of CLIL and its various teaching methods and strategies is for the students to obtain knowledge and skills in a content subject through a foreign language. The third goal of the CLIL strategy is the development of the students'learning skills. The aim of this thesis is to evaluate through the class observation, teacher and students interview and the analysis of the input material, whether and into what extent CLIL provides the students with the opportunities for developing their learning skills. The theoretical part deals with the description and the development of CLIL and its theoretical concepts. The practical part analyzes the used methods of the qualitative study focusing on situations and processes leading to development of the students' learning skills. KEYWORDS: CLIL (Content Language Integrated Learning), hard CLIL, soft CLIL, teaching content subject, teaching foreign language, scaffolding, learning skills

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.

The present study aims to investigate students’ English at a Swedish secondaryschool concerning their fluency. Hereby students who take part in SPRINT(språk- och innehållsintegrerad inlärning och undervisning) will be compared withstudents who do not take part in this project.The study focuses on oral fluency, which is measured in tone groups. It came outthat students that take part in SPRINT programs have a higher amount of tonegroups than students who do not take part in these programs. Therefore one cansay they are more fluent in the language than other students.

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This diploma thesis deals with CLIL which stands for Content and Language Integrated Learning, to be more precise it deals with the integration of Mathematics and English for lower secondary pupils. To realize this method I have chosen the topics of congruent figures in the plane and reflective symmetry. The aim of my thesis was to check whether the chosen topics are suitable for CLIL lessons, whether CLIL method is not an obstacle for the activity of pupils in the lesson or if it does not create any problems with understanding of the subject matter in Mathematics. The theoretical part is focused on describing the CLIL method in general, then I summarize the preparation of the educational experiment and describe the project of the lessons in English and in Czech language. The last part is dedicated to the realization of the experiment with three different groups of pupils of the 6th grade of elementary school. The gained data have been processed on the basis of observation and analysis of the final individual work and the questionnaire. The results of observation and analysis confirm that it is possible to integrate the teaching of Mathematics and foreign language successfully. The thesis includes English and Czech worksheets together with methodology for the topics of congruent figures and...

Content and language integrated learning (CLIL) is a dual focused educational approach in which an additional language is used for the learning and teaching of both language and a non- linguistic subject or its part. While there are numerous forms of CLIL implementation, it is possible to define universal pedagogical principles for CLIL teaching and planning. This research presents a content analysis of 56 lesson plans for a CLIL lesson of financial mathematics/literacy. The aim of this research was to establish whether these lesson plans reflected the CLIL pedagogical principles, to establish what features the respondents saw as key features to a CLIL lesson plan, and whether/how the lesson plans corresponded to the respondents' theoretical proclamations. Our research investigated also the differences in lesson plans by these two sub-groups. An original lesson plan analysis tool (LPAT) was created for this research. It was used as a basis for a quantitative survey and as a framework in content analysis of the lesson plans. The tool identified eight key features of a CLIL lesson plan. The respondent combined approximately five of the key features with other features of the LPAT both in the survey and in the lesson plans. Both the survey and the analysis show that the respondents did not identify...

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.

Content-based learning using English as a target language is a method which has been used for decades in Sweden. This thesis focuses on three practical subjects of and how they are taught through the medium of English. The intention was to highlight both benefits and problems using bilingual teaching and to look at language patterns in- and outside of the classroom between teacher and student. This was done using interviews and observations as research methods. Both teachers’ and students’ perceptions have been investigated and analyzed. The research showed that teachers find the teaching rewarding and worthwhile but there are some student issues regarding vocabulary and terminology. Furthermore instructional teaching patterns and code-switching was investigated. This thesis also contains students’ views on their bilingual education.

This licentiate thesis investigates teachers’ and students’ cognitions of bilingual subject-specific literacies. The thesis builds on three different studies, referred to as case studies, conducted in Content and Language Integrated Learning (CLIL) study programmes in the Swedish upper secondary school. Participants’ views and experiences of two languages of schooling, English and Swedish, were elicited in interviews, and analysed thematically. To gain understanding of the three studies in combination, a further analytical framework was developed and tested. In this analysis, participants’ descriptions, explanations and reflections on teaching and learning curriculum content bilingually emerged as three-dimensional discourses. In the first study, new and experienced teachers’ challenges and strategies were in focus. The biology and civics teachers, who were new teachers, and new to CLIL, found teaching through the second language of schooling, English, time-consuming and demanding. They expressed concern about limited communication and learning in the classroom. The mathematics teachers, who had long teaching experience, and of teaching in the CLIL programme, had developed strategies to meet perceived challenges, for example, they had designed parts of lessons in a monolingual mode, and parts of lessons in a bilingual mode. The second study explored intermediate CLIL teachers’ rationales for language choice in teaching. The biology and history teachers found that access to English, as afforded through the CLIL framework, coincided well with the new syllabi for their school subjects. For instance, the history teachers could use web-based study materials in English in class, and found teaching and learning more authentic than in the mainstream, Swedish-speaking, study programmes. The biology teachers mentioned that access to English terminology facilitated the teaching and learning of complex subject-specific content areas. It functioned as a potential source to enhance students’ understanding. The third study documented students ́cognitionsof CLIL. The views of upper secondary students studying curriculum content through English were overall positive. However, results showed that their experiences of CLIL varied with school subject. Whereas studying mathematics through English was reported to be conducive to learning and understanding, learning civics through English only, or trying to listen to lectures in civics, where teachers would change languages seemingly without a rationale, were perceived as less conducive to learning. / <p>At the time of the licentiate defense, the following paper was unpublished and had a status as follows: Paper 2: In press.</p> / Content and Language Integration in Swedish Schools (CLISS)