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This book provides a rich and unique longitudinal account of content and language integrated learning (CLIL). The chapters report on the findings from a large-scale, three-year research project undertaken at senior high school level in Sweden. The ecological perspective, with quantitative and qualitative methods, gives voice to both learners and teachers, as well as being an excellent critical example of how such longitudinal research might be carried out. Through emic and etic approaches, the book provides insights into language learning outcomes, both with regard to the target language English and the majority language Swedish; learner motivation among CLIL and non-CLIL students; effects of extramural exposure to English; issues in relation to assessment in CLIL and much more. As a whole, the book offers an unprecedented overview of learner outcomes and detailed insights into the comparison of CLIL and non-CLIL education. While it is embedded in the Swedish context, the nature of this study means that it has strong implications on an international basis.
Based on evidence from a research project on upper-secondary CLIL and non-CLIL programmes in Sweden, this book offers new, challenging and thought-provoking findings on a range of topics relating to L1 and L2 learning outcomes and participants’ perspectives. It is of great interest to CLIL practitioners and researchers globally.
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).
Introduction to the Volume and to Section 1 – The Context
Chapter 1. Liss Kerstin Sylvén: CLIL, CLISS and the Swedish Context – An Overview
Chapter 2. Bethanne Paulsrud: Mapping CLIL in Sweden
Chapter 3. Britt-Marie Apelgren: The CLISS Student – Some Background Factors of the Participating Students in the CLISS Project
Introduction to Section II – Assessment and Motivation
Chapter 4. Helena Reierstam and Liss Kerstin Sylvén: Assessment in CLIL
Chapter 5. Amy S. Thompson and Liss Kerstin Sylvén: CLIL and Motivation Revisited: A Longitudinal Perspective
Introduction to Section III – English
Chapter 6. Liss Kerstin Sylvén and Sölve Ohlander: English Receptive Vocabulary
Chapter 7. Eva Olsson and Liss Kerstin Sylvén: English Productive Proficiency
Chapter 8. Liss Kerstin Sylvén and Sölve Ohlander: English Reading Comprehension
Chapter 9. Liss Kerstin Sylvén: Extramural English
Introduction to Section IV – Swedish
Chapter 10. Per Holmberg: The Development of Academic Vocabulary in Swedish
Chapter 11. Maria Lim Falk: The Development of Linguistic Correctness in CLIL and Non-CLIL Students’ Writing in the L1 at Upper Secondary School
Chapter 12. Sofie Johansson and Elisabeth Ohlsson: Visualizing Vocabulary, an Investigation of Student Assignments in CLIL and Non-CLIL Contexts
Introduction to Section V – Students and Teachers
Chapter 13. Inger Lindberg and Sofie Johansson: The Development of Swedish Receptive Vocabulary in CLIL: A Multilingual Perspective
Chapter 14. Tore Otterup: Multilingual Students in a CLIL-School – Possibilities and Perspectives
Chapter 15. Bethanne Paulsrud: Just a Little Plus: The CLIL Student Perspective
Chapter 16. Ylva Sandberg: Teaching and Learning Content Through Two Languages: The Biology and History Teacher Perspective
Liss Kerstin Sylvén: Epilogue