Hochschule

Private Pädagogische Hochschule Wien/Krems

Sprache

Projektleitung gesamt

Bauer-Marschallinger, Silvia; Mag.

Projektleitung intern

Rieder-Marschallinger, Silvia; Mag. Dr.

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.)

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