Forschungsschwerpunkt: Unterrichts- und (Hoch)schulentwicklung

Projektdetails

Hochschule
Private Pädagogische Hochschule Wien/Krems
Sprache
Projektleitung gesamt
Bauer-Marschallinger, Silvia; Mag.
Projektleitung intern
Bauer-Marschallinger, Silvia; Mag.
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Dalton-Puffer, Christiane; Univ.-Prof.
Kooperationspartner
Laufzeit
2021 – 2022
Beschreibung
The great promise of CLIL is that it will enhance learners’ language competence beyond what is possible in regular language classes. In this project, we will review empirical research that has investigated this claim. While a first generation of studies tended to find positive effects throughout, recent results have been more mixed. Reasons for this shift lie in methodological advances, deliberate attention to the selection bias linked to many CLIL implementations, a wider range of CLIL contexts investigated, but also in different and revised conceptualizations of what language competence entails. Beyond language competence per se, studies on the effect of CLIL on learners’ motivation seem to find a mostly positive impact. Yet on closer inspection, it becomes evident that especially learners with low entry-level language competence report feelings of frustration and overload.
These trends in CLIL research are closely connected to current developments in CLIL practice, most notably its growing effort for greater inclusiveness. Thus, a re-evaluation of current research in this regard as intended by this project is warranted.
Beschreibung (engl.)
URL
Bericht

Projektdetails

Hochschule
Private Pädagogische Hochschule Wien/Krems
Sprache
Projektleitung gesamt
Bauer-Marschallinger, Silvia; Mag.
Projektleitung intern
Bauer-Marschallinger, Silvia; Mag.
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Kooperationspartner
Laufzeit
2021 – 2022
Beschreibung
Kurzfassung des Projekts für die Öffentlichkeitsarbeit (max. 170 Wörter bzw. 800 Zeichen inkl.)
Research on CLIL and other forms of additive bilingual education has typically focused on language aspects although classroom pedagogy is often strongly determined by content teaching goals and materials. Recently, the research community has stressed the importance of transdisciplinary conceptualizations of integrating content and language learning. However, little attention has been paid to how one can translate these research insights into successful classroom practice and useful materials. Moreover, in recent years, CLIL instruction has found its way into mainstream education without thorough consideration as to how one could cater for mixed-ability groups, often resulting in feelings of frustration and overload in both learners and teachers.
Therefore, this project intends to develop design principles and teaching strategies that (1) genuinely combine content and language perspectives and (2) adequately consider heterogeneous settings in CLIL. Being connected to a larger design-based research study, this project elaborates on the role of differentiated and individualized instruction in mainstream CLIL education on the basis of interview data and, peripherally, learner performances and classroom observations.
Beschreibung (engl.)
URL
Bericht