<p>The purpose of this study is to investigate if students with CLIL-education (Content and Language Integrated Learning) in Sweden receive an extended knowledge of English compared to students with traditional education. I have conducted this study by comparing the results from national tests in the English A-course and the English B-course performed by both students with CLIL-education and those with traditional education. The result of my study shows that the students with CLIL-education manage to reach a higher score on the tests than the pupils with traditional education both in the A-course and in the B-course. However, both groups reduced their result equally from the test in the A-course to the test in the B-course. There are several potential reasons for this development, but on the basis of my analysis of other research carried out in the field, I suggest the following three reasons: the students with CLIL-education talk less during the lessons, they have a greater amount of teacher supervised lessons and work a lot on their own.</p><p> </p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:umu-22960 |
| Date | January 2009 |
| Creators | Gustafsson, Elin |
| Publisher | Umeå University, Department of language studies |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
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