Investigating Content and Language Integrated Learning: Insights from Swedish High Schools (Bilingual Education & Bilingualism, 116) - Softcover

Softcover

ISBN 10: 1788922409 ISBN 13: 9781788922401

Verlag: Multilingual Matters, 2019

Inhaltsangabe

Longitudinal study provides the very latest research on content and language integrated learning

Über diesen Titel

Über die Autorin bzw. den Autor

Liss Kerstin Sylvén is Professor of Language Education at the University of Gothenburg, Sweden. She has been working in the field for over 20 years and her specific interests lie in CLIL, extramural English and language learning motivation and individual differences. She is the co-author (with Pia Sundqvist) of Extramural English in Teaching and Learning (2016, Palgrave Macmillan).

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Investigating Content and Language Integrated Learning

Insights from Swedish High Schools

By Liss Kerstin Sylvén

Multilingual Matters

Copyright © 2019 Liss Kerstin Sylvén and the authors of individual chapters
All rights reserved.

ISBN: 978-1-78892-240-1

Contents

Contributors, vii, 
Acknowledgements, xi, 
Part 1: The Context, 
Introduction to the Volume and to Part 1: The Context, 2, 
1 CLIL, CLISS and the Swedish Context: An Overview Liss Kerstin Sylven, 3, 
2 Mapping CLIL in Sweden BethAnne Paulsrud, 19, 
3 The CLISS Student: Some Background Factors of the Participating Students in the CLISS Project Britt-Marie Apelgren, 35, 
Part 2: Assessment and Motivation, 
Introduction to Part 2: Assessment and Motivation, 56, 
4 Assessment in CLIL Helena Reierstam and Liss Kerstin Sylven, 59, 
5 CLIL and Motivation Revisited: A Longitudinal Perspective Amy S. Thompson and Liss Kerstin Sylven, 76, 
Part 3: English, 
Introduction to Part 3: English, 98, 
6 English Receptive Vocabulary Liss Kerstin Sylven and Solve Ohlander, 101, 
7 English Productive Proficiency Eva Olsson and Liss Kerstin Sylven, 117, 
8 English Reading Comprehension Liss Kerstin Sylven and Solve Ohlander, 136, 
9 Extramural English Liss Kerstin Sylven, 152, 
Part 4: Swedish, 
Introduction to Part 4: Swedish, 170, 
10 The Development of Academic Vocabulary in Swedish Per Holmberg, 173, 
11 The Development of Linguistic Correctness in CLIL and Non-CLIL Students' Writing in the L1 at Upper Secondary School Maria Lim Falk, 187, 
12 Visualizing Vocabulary: An Investigation into Student Assignments in CLIL and Non-CLIL Contexts Sofie Johansson and Elisabeth Ohlsson, 216, 
13 The Development of Swedish Receptive Vocabulary in CLIL: A Multilingual Perspective Inger Lindberg and Sofie Johansson, 236, 
Part 5: Students and Teachers, 
Introduction to Part 5: Students and Teachers, 260, 
14 Multilingual Students in a CLIL School: Possibilities and Perspectives Tore Otterup, 263, 
15 Just a Little Plus: The CLIL Student Perspective BethAnne Paulsrud, 282, 
16 Teaching and Learning Content through Two Languages: The Biology and History Teacher Perspective Ylva Sandberg, 298, 
Epilogue Liss Kerstin Sylven, 315, 
Index, 321, 

CHAPTER 1

CLIL, CLISS and the Swedish Context: An Overview

Liss Kerstin Sylvén

1 Introduction

Content and language integrated learning (CLIL) offers an immersive second or foreign language (L2/FL) context, using the L2/FL as the medium of instruction in one or several non-language subjects, while also studying the L2/FL as a subject in its own right. The acronym CLIL was introduced in the late 1990s (Nikula, 1997) as a distinctly European version of L2 teaching and learning, based on the Canadian immersion method (Swain & Lapkin, 1981), even though the use of a language other than the students' first language (L1) to convey content instruction had been implemented in schools around Europe long before then (Sylvén, 2013). CLIL has been widely studied in Europe, Asia and Latin America during the last decade (Dalton-Puffer, 2011; Li, 2002; Lim & Low, 2009; Lorenzo et al., 2005; Maljers et al., 2007; Tsui & Tollefson, 2007). Today, CLIL is not limited to the European context, but is becoming increasingly popular in other regions such as Australia, New Zealand, Asia and South America (Banegas, 2011; Cross, 2016; Lin & Man, 2010; Smala, 2012).

This volume focuses on CLIL, and in particular CLIL in Swedish schools investigated in the large-scale longitudinal research project Content and Language Integration in Swedish Schools (CLISS). In the Swedish context, the setting of the work presented here, a typical example of CLIL would be a Swedish teacher using L2/FL English to teach history to Swedish students in a Swedish school following the Swedish curriculum.

This introductory chapter starts with a summary description of the Swedish education system, followed by an account of the role of English in this context. After that, CLIL is presented along with our understanding of the term, and an overview of previous research, with a particular focus on the Swedish context, is provided. The chapter concludes with a description of the CLISS project and a brief introduction to the overall structure and plan of the volume.

2 The Swedish Education System

Sweden is a country with approximately 10 million inhabitants. While Swedish is the major official language, spoken by approximately 80% of the population (Parkvall, 2016), there are five officially recognized minority languages: Finnish, Meänkieli (i.e. Tornedal Finnish), Sami, Romani Chib and Yiddish. In addition, a large number of other languages are represented, such as Arabic (spoken by some 155,000), Kurdish (84,000) and Polish (76,000). Since the mid-1960s, the influx of immigrants has been substantial, and approximately 16% of the population are of nonSwedish background (https://www.migrationsinfo.se/migration/sverige/).

In Sweden, 5–51/2 years of study at university are required in order to qualify as a teacher at senior high school level. In addition to the educational core (pedagogy and didactics) and practice periods in schools, two subjects are studied. All in all, approximately 76% of all senior high school teachers are appropriately qualified, leaving some 24% without the required level of education (Swedish National Agency for Education, 1). To date, no CLIL teacher education is available at pre-service level, and only a handful of in-service courses are offered.

School is mandatory from the age of seven in Sweden. The present-day reality, however, is that most children attend preschool starting at the age of one. In 2015, 83% of all one- to five-year-olds (and 94% of the four-and five-year-olds) in Sweden attended preschool (Skolverket, 2016). At the age of six, all children are offered the opportunity to attend preschool class before entering the compulsory school system. Statistics from 2015 show that 97% of all six-year-olds opted for preschool class (Swedish National Agency for Education, 2). School is then compulsory from Year 1 through Year 9. School Years 10 through 12 – senior high (upper secondary) school – are the years focused on in the CLISS project. They are not mandatory, but 98% of all students go on to senior high school after Year 9. However, statistics show that only 65% of those registered for senior high school finish their studies within the stipulated three years (Swedish National Agency for Education, 3).

Senior high school in Sweden thus consists of three years of school study. There are 18 national programs to choose from, 12 of which are vocational programs (for instance, the building and construction program, the hotel and tourism program and the vehicle and transport program), and six are preparatory for higher education (for instance, the natural sciences program, the social sciences program and the economics program). In addition, there are five introductory programs for students not yet qualified for national programs. The CLISS project focuses on the preparatory programs for higher education, namely natural and social sciences, and economics. Common to all the programs preparatory for higher education are the nine subjects of English, history, mathematics, natural sciences (biology, physics and chemistry), religion, social sciences, sports and health, and Swedish or Swedish as a...

Details zur Ausgabe

• Verlag: Multilingual Matters
• Erscheinungsdatum: 2019
• Sprache: Englisch
• ISBN 10: 1788922409
• ISBN 13: 9781788922401
• Einband: Taschenbuch
• Anzahl der Seiten: 340
• Herausgeber: Sylvén Liss Kerstin
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: gpsr@libri.de; gpsr@libri.de; ; Friedensallee 273; Hamburg; 22763; Deutschland