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Looking at CLIL 1

LOOKING AT

CLIL:

Teachers’ views, learners’ attitudes and outcomes

Mario Arribas

2009/2010



Looking at CLIL 2

Contents

Introduction

Objectives

State of the Art

Method

Results and discussion

Conclusions



Looking at CLIL 3

INTRODUCTION



Looking at CLIL 4

What is CLIL?

Using a Foreign Language for instructional

purposes

Changes in the classroom context



Looking at CLIL 5

The context of CLIL in Europe

CLIL in Europe

Characterized by diversity due to:

- Autonomy

- Lack of regulation or official guidelines



Looking at CLIL 6

Situation of CLIL in La Rioja

Initiatives for improving language teaching

PILC

Bilingual Sections

Type A(Greetings, routines, instructions)

Type B

(Part of the curriculum in FL )

(Fernández Fontecha)



Looking at CLIL 7

OUR STUDY



Looking at CLIL 8

Objectives

- To describe the implementation of CLIL

- To test the effectiveness of CLIL in receptivevocabulary

- To identify teachers and students’ views onCLIL



Looking at CLIL 9

State of the Art

Studies on attitudes:

- Influence of motivation in academic achievement(Pérez 2006, Sevim Inal and Saracaloglu 2007)

- Less motivation in primary and secondary students(Karahan 2007, Yassin et al. 2009)

- Importance of the teacher as a motivator (Savignonand Wang 2003, Verma 2008, Lennartsson 2008)



Looking at CLIL 10

State of the Art

Students’ perceptions on CLIL:

a) Fosters autonomy

b) Enhances motivation

c) Emphasis on communication

d) Lack of organization

(Dalton-Puffer et al. 2009)



Looking at CLIL 11

State of the Art

CLIL students’ attitudes:

- CLILs have better attitudes

- English is easier for CLILs

(Lasagabaster and Sierra 2009)



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State of the Art

Effectiveness of CLIL:

- CLIL students perform better (Ruiz de

Zarobe and Jiménez Catalán, eds. 2009)

- Importance of the amount of exposure(Sylvén 2010)



Looking at CLIL 13

State of the Art

CLIL teachers’ perceptions:

- Hard to motivate students (Crawford 2001)

- Lack of specific materials (Crawford 2001, Yazid2003, Borrull et al. 2008, Pena Díaz and PortoRequejo 2008)

- Difficult due to students’ low linguistic competence(Crawford 2001, Yazid 2003, Infante et al. 2008,Pena Díaz and Porto Requejo 2008)



Looking at CLIL 14

Research questions

Regarding students:

1) Do students believe that CLIL helps them to improve their English?

2) According to the students, what skills do they improve most by means of

CLIL?

3) What attitudes do students have towards English language?

4) Do CLIL students hold better attitudes than non-CLIL students?

5) Do CLIL students score higher than non-CLIL students on vocabulary tests?

6) Is there a positive relation between learners’ attitude towards English and

learners’ scores on vocabulary tests?



Looking at CLIL 15

Research questions

Regarding teachers:

1) What is the professional profile of the CLIL teacher?

2) What kind of motivation do teachers have towards English and

CLIL?

3) How is CLIL implemented in this school?

4) According to teachers, is CLIL effective?

5) Have they encountered problems or difficulties in the

implementation of CLIL?



Looking at CLIL 16

METHOD



Looking at CLIL 17

Data gathering instruments

From students:

- Receptive VLT 2k and3k (Schmitt et al 2001)

- Productive VLT (Laufer

& Nation 1999)

- Questionnaire

From teachers:

- Guided interview



Looking at CLIL 18

Procedures

Quantitative analysis for students’ data

- SPSS 15.0

- Kolmogorov-Smirnov-Lilliefors test

- Shapiro-Wilk test

- Mann-Whitney test

Qualitative analysis for teachers data



Looking at CLIL 19

Informants

CLIL Vs. Non-CLIL instruction

0

20

40

60

80

100

120

1 2 3 4

S.E. year

S t u d e n t s

CLIL

Non-CLIL



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Informants

CLIL hours S.E. 3rd year

0

10

20

30

40

5060

No CLIL Up to 15 15 to 30 Unknow n

Total amount of hours

S t u d e n t s

CLIL hours S.E. 4th year

0

5

10

15

20

25

3035

No CLIL Up to 15 15 to 30 30 to 60 60 to 90

Total amount of hours

S t u d e n t s



Looking at CLIL 21

Results (RQ 1-2)

It is not useful for

learners

Is CLIL helpful according to students?

0

20

40

60

80

100

N/A Not

helpful

Very little Little Quite Very

S t u d e n t s

Some skills are

improvedSkills improved by CLIL according to students

0

10

20

30

40

50

60

Reading Lis tening Wr iting Speaking Vocabulary None

Linguistic skills

S t u d e n t s

S.E. 1

S.E. 2

S.E. 3

S. E. 4



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Results (RQ 3-4)

CLILs have better attitudes towards English



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Results (RQ 5)

Similar performances in vocabulary

VLT Results in S.E. 4th year

0

5

10

15

20

25

VLT 2k VLT 3k

C o

r r e c t i t e m s

CLIL

Non-CLIL



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Results (RQ 6)

Low p-values (0,000 and 0,001) indicate

that the relation between attitudes and

outcomes is significantly different.

Positive r-values (+0,420 and +0,349)

indicate an increasing relation.



Looking at CLIL 25

Results (RQ 1-5)

Teachers:

- Qualified and experienced teachers- They are motivated to work in English

- Diversity in CLIL implementation

- CLIL helps students

- Difficulties with materials and students’ linguistic competence



Looking at CLIL 26

CONCLUSIONS



Looking at CLIL 27

Conclusions

i) Students do not think CLIL is useful, but CLILspresent better attitudes

ii)

CLILs score higher in VLT. Differences are notsignificant

iii) Strong relationship between motivation andachievement

iv) Irregular implementation of CLIL. Changes areneeded

v) Difficulties in implementing CLIL



Looking at CLIL 28

Limitations of the study and further

research Limitations:

- Only one school

- Cross-sectional

- Receptive vocabulary

- VLT 2000 and 3000

Further research:

- Longitudinal study

- Other skills- Other tests

- Other linguistic dimensions

- More exposure hours

- Quantity vs. Quality

- CLIL materials

- Parents’ attitudes

- Learners and teachers’ perceptions



Looking at CLIL 29

THANK YOU

FOR YOUR

ATTENTION



Looking at CLIL 30

VLT Results 1st SE

0

2

4

6

8

10

12

VLT 2k VLT 3k

C o r r e c t I t e m s

Non-CLIL

CLIL

VLT Results 3rd SE

0

5

10

15

20

VLT 2k VLT 3k

C o r r e c t I

t e m s

Non-CLILCLIL

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