Student questionnaire

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517181-LLP-2011-NO-COMENIUS.CMP

Product no. S1.3

With the support of the Lifelong Learning Programme of the European Union

Student questionnaire

You are asked to fill this questionnaire so that we can know your opinion on the CLIL experience carried out this year. Indicate your responses with a "√". Thank you for your cooperation. 1. How do you consider your experience of learning in the CLIL module?

Very important Important Partially important Not important

2. In which of these situations have you used the foreign language and how often?

Always or very often Often Sometimes Seldom-

never a. oral addressing to the class

b. discussion

c. interview

d. oral interchange with teachers

e. oral interchange with mates

f. group work

g. other 2.1 How safe/comfortable did you feel in the following situations?:

Very confortable Comfortable Partially

comfortable Not

comfortable a. oral addressing to the class

b. discussion

c. interview


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f. group work

g. other 3. Which strategies did you find more useful to accomplish the tasks?

Useful Quite useful

Non so useful

not useful

a. Listening to the teacher’s explanations

b. answering to the teacher’s questions

c. Answering my mates’ questions

d. Using the examples presented by the teacher

e. Repeating verbally what I had previously heard, read or written

f. trying to express orally, in my own words what I had heard, read or written

g. Using images, grids or graphs a stimulus to speak

h. others

i. others

j. others

4. When you spoke in a foreign language in this module (in a subject) you consider important

Very important Important Partially important

Not important

Promoted in the module

a. the correct pronunciation of words

b. the ability to improvise

c. knowledge of vocabulary

d. knowledge of the contents

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e. the use of facial expressions, gestures and body movements

f. grammatical correctness

g. clarity of exposition

h. the ability to reformulate

i. i. check that the others understand me when I speak

j. other

5. Did this module help you improve your ability to express yourself in the foreign language?

A lot enough A little None

6. How do you evaluate your learning of the subject studied in the foreign language?

Very positive Positive Partially positive Negative

7. What problems did you have?

Always or very often

Often Sometimes Seldom-never

a. the language of the materials is too difficult

b. the teacher’s questions and explanations were too difficult

c. I don’t like the topic of the module

e. the pace of the lesson was to high

f. I don’t like how the module was

presented

g. others:

8. Which tools used by teachers have been more helpful? Audio/Visual aids (films, graphs, images…) Practical examples Web links Realia ____________________________________________________________________________ _____________________________________________________________________________

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9. Do you think this CLIL experience will be useful for you?

Very useful useful Partially useful Not useful

10. Why? _____________________________________________________________________________________________________________________________________________________________ 11... Did you like the experience? Yes NO Why? ________________________________________________________________________________

________________________________________________________________________________

12. If given the choice between CLIL and non CLIL experiences, which would you prefer? Why? _____________________________________________________________________

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Product no S1.4

With the support of the Lifelong Learning Programme of the European Union

Teacher self-evaluation questionnaire

You are asked to fill this questionnaire so that we can know your opinion on the CLIL experience carried out this year. Indicate your responses with a "√". Thank you for your cooperation. 1. Which are your previous experiences in CLIL teaching? None A few Some Many 2. How do you consider your experience of teaching in the CLIL module?

Very effective Effective Partially effective Ineffective

3. In which of these situations would you allow code switching?

Always or very often Often Sometimes Seldom-

never a. oral addressing to the class

b. discussion

c. interview



g. other

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4. Which strategies suggested in the module did you employ to facilitate learning?

Useful Quite useful

Non so useful

Not useful

a. Listening to the teacher’s explanations

b. answering the teacher’s questions

c. Answering the participants’ questions

d. Using the examples presented by the teacher

e. Repeating verbally what I had previously heard, read or written

f. trying to express orally, in my own words what I had heard, read or written

g. Using images, grids or graphs a stimulus to speak

h. others

j. others

k. others

5. When you teach/evaluate language you consider important… Very important Important Partially

important Not important

a. The correct pronunciation

b.The ability to improvise

c. Knowledge of vocabulary

d.The use of non-verbal language

e. Grammatical correctness

f. Fluency

g.The ability to rephrase

h. Ability to understand and to be understood

j. Others

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6. Do you think you have made progress in applying this methodology in your teaching in the foreign language? A lot Enough A little None

7. How do you evaluate your teaching of the subject in the foreign language? Very positive Positive Partially positive Negative

8. What problems did you have?

Always or very often

Often Sometimes Seldom-never

a. The language selected was too difficult for the students’ level

b. It was difficult to combine content and language

c. The pace of the lesson was to high for the students

d. I did not have enough knowledge of the content

e. others: 9. Which of the tools used have been more helpful to deliver your lessons? Audio/Visual aids (films, graphs, images…) Practical examples Web links Realia ____________________________________________________________________________

_____________________________________________________________________________

10. Do you think this CLIL experience will be useful for your professional future?

Very useful Useful Partially useful Not useful

Why? _______________________________________________________________________________

______________________________________________________________________________

11. Did you like this teaching experience? Yes NO

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Why? ________________________________________________________________________________

________________________________________________________________________________

12. If given the choice, would you like to have another CLIL experience? Why? _____________________________________________________________________ %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% Title of CLIL experience _____________________________________________ Class level ______________________ Date ______________________________

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With the support of the Lifelong Learning Programme of the European Union This publication reflects the views only of the author and the Commission cannot be held responsible for any use which may be made of the information contained within

INTRODUCING THE CASE STUDIES

Introduction

From 1995 to the present, European programmes, educational legislative actions, and other drivers such as professional initiatives have resulted in bilingual programmes further establishing them in education (Marsh, 2013:17). And the need to promote and implement innovative methods, in particular related to the teaching in a foreign language for disciplines other than languages, has encouraged member states of the European Union to provide bilingual teaching (Eurydice, 2006:8). In this new scenario, CLIL offers the possibility to use and learn the language in a natural an innovative way: “Compared to traditional, formal language teaching, CLIL has the advantage of bringing real-life situations into the classroom and providing a purposeful and motivating context for learning the communicative functions of the new language” (Berton, 2008:143).

CLIL is said to contribute to meeting broader education objectives such as critical thinking or intercultural learning, with students becoming more self-confident in the target language, more autonomous, having reduced anxiety levels, and less inhibited to speak the second language. CLIL boosts risk-taking, problem-solving, vocabulary learning skills, grammatical awareness, spontaneity in using the language; vocabulary, morphology, creativity, risk-taking, fluency, and quantity outcomes benefit more from CLIL; and students show greater awareness of language patterns and a more efficient use of the resources at hand to facilitate discovery. However, there are voices warning of the fact that some learners may find some difficulty in expressing the complex ideas of the content subjects in the target language duet to their poor command of the vehicular language. And, in general, we can find scepticism towards the purported straightforward benefits of CLIL (Cenoz, Genesee and Gorter, 2013). In these circumstances, there is a need to develop investigations of what actually happens in CLIL (Bonnet, 2012; Pérez-Cañado, 2012) in order to substantiate the presumed gains that the establishment of this approach might entail. And it is within this framework where the case studies presented acquire validity, providing actual examples of current practices in CLIL.

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Objectives

By definition, a case study is “an empirical inquiry that investigates a phenomenon within its real-life context”. Case study research can include quantitative evidence, relies on multiple sources of evidence, and benefits from the prior development of theoretical propositions. Case studies are invaluable instruments for attempting valid inferences from events outside the laboratory while at the same time retaining the goals of knowledge shared with laboratory science. The case study method can help to broaden and deepen the methodological perspectives of applied linguists using or planning to use the method to conduct research.

This collection of case studies affords the reader an opportunity to gain insights in to some of the developments and practices of colleagues from some of the member states of the European Union. The two main objectives of this collection of case studies have been:

Primary Objective: to offer a description of current practice in Content and Language Integrated Learning (CLIL) in all the partner countries.

Secondary Objective: to care for a homogenous, rich, and consistent presentation of appropriate investigations in the different teaching and learning environments.

For the purpose of being homogeneous in the realization of the different case studies, a protocol was designed to help partners design and develop their own investigations and/or descriptions by using similar guidelines. The protocol included: 1. General Information: case study title and date, and name and title of the investigators and home institution. 2. Rationale and Background Information: documenting statement of the need/challenge/issue that is the basis of the case study, the nature of the issue, defining potential teaching applications and/or solutions. 3. General and Specific Objectives: a broad statement and specific information of what the proposal hopes to accomplish. 4. Study Design: information on the type of study, the research population and who can take part (e.g. inclusion and exclusion criteria, withdrawal criteria etc.), and the expected duration of the study. 5. Methodology: detailed information on the interventions to be made, procedures to be used, and observations to be made. 6. Data Management and Statistical Analysis: information on how the data would be managed. 7. Expected Outcomes of the Study: how the study could contribute to advancement of knowledge, how the results likely affect policy-making in CLIL.

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8. Duration of the Project: specification of the time of each phase of the project, and timeline for the activities to be undertaken. 9. Ethics: description of ethical considerations relating to the study (how the investigator(s) planned to obtain informed consent from the research participants. 10. References: literature cited in preceding sections. 11. Annexes: copies of questionnaires, interviews and material in general used in the research. Outcomes It has to be said that the complexity of the situations described and analysed has provoked in some cases it has been impossible to follow the protocol in full. Notwithstanding, we can say that all the case studies presented provide a good insight in different CLIL experiences and constitute a sound analysis of how CLIL can be implemented in a variety of distinct contexts. The most significant results obtained from the different situations and practices analysed can be summarised as follows:

• The case studies offer a good collection of educational approaches.

• They contain frequent fine work with background and rationale.

• They provide convenient pedagogical ideas and proposals.

• The case studies propose interesting and potentially fruitful lines of research.

• And finally, they conceptualise valid insights of CLIL in different contexts.

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References Bonnet, A. (2012). “Towards an Evidence Base for CLIL: How to Integrate

Qualitative and Quantitative as well as Process, Product and Participant Perspectives in CLIL Research”. International CLIL Research Journal 1 (4): 66-78.

Berton, G. (2008). “Tasks, learning activities and oral production skills in CLIL classrooms”. In M. Coonan (ed.), CLIL e l’Appredimento delle Lingue. Le Sfide del Nuovo Ambiente di Apprendimento. Venezia: University Ca’ Foscari, Venezia, pp. 143-151.

Cenoz, J., F. Genesee, F., and D. Gorter. (2013). “Critical Analysis of CLIL: Taking Stock and Looking Forward”. Applied Linguistics (advanced access) 1-21.http://applij.oxofrdjournals.org/

Eurydice. (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Eurydice: Brussels.

Marsh, D. (2013). The CLIL Trajectory: Educational Innovation for the 21st Century iGeneration. Córdoba: University of Cordoba Academic Press.

Pérez Cañado, M.L. (2012). “CLIL Research in Europe: past, present and future”. International Journal of Bilingual Education and Bilingualism 15 (3): 315-341.

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Product no. S1.6

This project has been funded with support from the European Commission.This publication reflects

the views only of the author, and the Commission cannot be held responsible for any use which may

be made of the information contained therein

CORE CASE STUDIES Research Protocol

1. General Information • Case study title and date. • Name and title of the investigators & home institution. 2. Case Study Summary The summary should be no more than 300 words and should summarize the rationale, objectives, methods, populations, time frame and expected outcomes. 3. Rationale & Background Information A documented statement of the need/challenge/issue that is the basis of the case study, the nature of the issue, defining potential teaching applications and/or solutions. In sum, it should answer the question of why and what. 4. General and Specific Objectives The general objective is a broad statement of what the proposal hopes to accomplish.

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Specific objectives should be simple (not complex), specific (not vague), and stated in advance (not after the research is done). 5. Study Design The design of the study should include information on: - the type of study, - the research population and who can take part (e.g. inclusion and exclusion criteria, withdrawal criteria etc.) and the expected duration of the study. For example, a study may be described as being observational or interventional; if observational, it may be either descriptive or analytic, if analytic it could either be cross‐sectional or longitudinal etc. If experimental, it may be described as a controlled or a non-controlled study. 6. Methodology The methodology section is an important part of the protocol. It should include detailed information on the interventions to be made, procedures to be used and observations to be made. . In our case, with multiple sites engaged in different countries, methodology should be standardized and clearly defined for this reason . Interventions should be described in detail, for example providing training or information to groups of individuals. Procedures could be doing a questionnaire survey, interviews, group discussions as part of formative research, observation of the participant's environment, etc.). Standardized and/or documented procedures/techniques should be described (questionnaires, observation recording form, audio recording & transcript etc.) 7. Data Management and Statistical Analysis The protocol should provide information on how the data will be managed. If the study is quantitative and statistical methods are proposed for the analysis of data, they should be clearly outlined.

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For projects involving qualitative approaches (mainly with interviews), specify in sufficient detail how the data will be analysed. 8. Expected Outcomes of the Study The protocol should indicate how the study will contribute to advancement of knowledge, how the results likely affect policy-making in CLIL. 9. Dissemination of Results and Publication Policy The protocol should specify not only dissemination of results as one outcome of CORE, but also consider dissemination to the policy- makers where relevant. Publication policy should be clearly discussed - for example who will take the lead in publication and who will be acknowledged in publications. 10. Duration of the Project The protocol should specify the time that each phase of the project is likely to take, along with a detailed month by month timeline for each activity to be undertaken. 11. Ethics The protocol should have a description of ethical considerations relating to the study. This section should describe how the investigator(s) plan to obtain informed consent from the research participants (the informed consent process, the signed forms will be annexed). 12. References References (of literature cited in preceding sections). 13. Annexes Copies of questionnaires, interviews and material in general used in the research procedures.

Documents

Student questionnaire