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1 | Year | Publication Type | Journal/Publisher Name | Language of Publication | Country of Data Collection | Education phase | Private/ Public/ Technical institute | L1 of majority of population | Test Instrument of English language proficiency? | Test Instrument of content knowledge? | Population or Sample description | Sample size | Terminology used to describe programme | Main/relevant research questions (or ‘focus’) | Research Design | Key Findings | |||||||||||
2 | Mchazime, H. S. | N.M | thesis (not sure if it's PhD) | English | South Africa | primary school | N.M | Chichewa and Chiyao | no | yes | primary school children in Malawi,South Africa | N.M | EMI, English Medium of Instruction | This study was conducted with a view to finding out whether English is the most appropriate language of learning for senior primary school children in Malawi | Longitudinal:Pre and post tests on students' performance on Social Science | The findings suggest that primary school children in Malawi are not linguistically prepared for instruction through the medium of English. Standard 7 pupils, the target of the study, found it difficult to learn Social Studies through English although they had had three years of English as the language of learing. Their participation in academic work was hampered by their limited mastery of the language. Pre-test and post-test results show that Standard 7 pupils receiving instruction through Chichewa obtained higher scores than those who were taught in English. When Yao and Chewa children were taught together through the Chichewa medium, the Yao children scored as well as their counterparts whose home language was Chichewa. Thus the study suggests that the use of Chichewa benefited both groups while the use of English seemed to retard their performance. These results imply that the language policy in Malawi and the way teachers are currently trained to teach English in primary schools need to be re-examined and reviewed. | |||||||||||
3 | Barimani, Shaban | 2011b | Journal Article | N.M. | English | Mysore, Karnataka, India | Secondary | N.M. | Hindi, Tamil | N.M. | N.M. | Two groups of students. Two schools. | N.M. | Immersion | Find the proportionate relationship between the level of linguistic competence in second language and mastery on content (subject matters) among Indian students | QUANT. Rel.bet. variables. | The obtained data were analyzed through Pearson product moment correlation by SPSS version 17 with alpha 0.05. The result (Sig. = .000) statistically confirmed that the relationship is quite significant | ||||||||||
4 | Barimani, Shaban | 2011a | Journal Article | N.M. | English | Mysore, Karnataka, India | N.M. (?)Secondary | N.M. | N.M. | N.M. | N.M. | 2 immersion schools | N.M. | Immersion | Find the effect of immersion program on incidental second language acquisition | QUANT | The results confirmed the success of immersion programmes in second language acquisition in the Indian context. | ||||||||||
5 | Mazrui, A. | ?? | PhD thesis | English | Tanzania | Primary | Swahili | public' & ministers | bilingual education | language shift from L1 to English in Education | quant; questionnaire | most people in favour of EMI | |||||||||||||||
6 | Borg, S. | 2016 | Report | British Council | English | Iraqi Kurdistan | HE | State (all 13 State universities) | Kurdish/Arabic(?) | N.M. | N.M. | Lecturers in HE who teach undergraduates | 416 lecturers. 13 universities | EMI, English Medium of Instruction | Lecturer views of EMI - the challenges they face, opinion on their role to support Eng learning, if they were conficent in their own Eng proficiency | QUANT; questionnaire - QUAL - open ended question | 63% satisfied with their own Eng ability. 30% spoke Eng all the time in lectures. Eng is mostly used in written material, not spoken. Ss are assessed in Eng. Ss Eng level inadequate. Easy to explain in Eng compared to Kurdish/Arabic.Most believed EMI enhances Eng proficiency. Divided opinion on whether it is lecturer's job to improve Ss Eng. Biggest challenge is Ss proficiency. | ||||||||||
7 | Helm, F. and Guarda, M. | 2016 | Journal Article | Language Learning in Higher Education | English | Northern Italy | HE | Public | Italian | N.M. | N.M. | University lecturers | 115 | EMI, English Medium of Instruction | Investigates the competences and concerns of university lecturers using English to teach: stengths and weaknesses in English - concerns and evaluations of experience teaching through English | QUANT - survey | 21 asserted that their experience with EMI was completely positive, 21 pointed out both negative and positive aspects, and 6 admitted that EMI was a fully negative experience. The most frequently mentioned concern relates to teaching methodology (n=47). 21 were concerned about their English skills in general. 17 wanted to improve their English grammar. 10 wanted to improve their self-confidence. | ||||||||||
8 | Macaro, E. Akinciouglu, M. Dearden, J | 2016 | Journal Article | Studies in English Language teaching | English | Turkey | HE | N.M. | Turkish | Self-reported | N.M | University lecturers teaching through English. First year students studying through EMI who had completed the PYP | 4 universities - 9 pairs of EMI and content lecturers | EMI - English Medium of Instruction | 1) How does collaboration in planning evolve between a PYP teacher and an EMI teacher? 2) What factors make collaboration successful or less successful? | QUAL - Intervention - Collaborative Planning Tool (CPT) - pre- and post- intervention interviews | Findings on the whole suggest that collaboration of this sort can be highly beneficial | ||||||||||
9 | Belhiah, Hassan; Elhami, Maha | 2015 | Journal Article | Language Policy researcg | English | United Arab Emirates | HE | Mixed(?) | Arabic | N.M. | N.M. | University Students and University Teachers | 500 students. 100 teachers. 6 universities in Abu Dhabi, Dubai, Al Ain, Sharjah, Ajman, and Ras Al Khaimah | EMI, English Medium of Instruction | Students' and teachers' views of using English to teach subject matter. | QUANT survey. QUAL structured interviews - both via email. | Improved proficiency - positive. Understanding materials - positive. Much to be desired. Students struggling to learn the subject matter due to their low-proficiency in English. | ||||||||||
10 | Chapple, Julian | 2015 | Journal Article | International Education Studies | English | Japan | HE | Private | Japanese | Classes required a minimum of TOEFL 450 for one class and an overall IELTS score of 4.0 or 600 TOEIC for the other class | N.M. | Student enrolled in two private, second-tier universities in Western Japan - both international and local | Two, second-tier universities. 89 Ss. | English as the lingua franca medium of instruction (EMI) | Shed light on attitudes, ascertain issues & limitations and problems involved with EMI classes | QUAL - opened-ended survey | Most students thought EMI would increase their English proficiency. Strategies used included: note comparison with foreign students, downloading lecture slides, recording and listening to the lectures again, keeping vocabulary logs and asking Japanese classmates | ||||||||||
11 | Ellili-Cherif, M., & Alkhateeb, H. | 2015 | Journal Article | Universal Journal of Educational Research,3, 207-213.DOI:10.13189/ujer.2015.030306. | English | Qatar | HE | Qatar University - Public | Arabic | N.M. | N.M. | University students | 295 students from 4 colleges. 83.1% female which refelcts student population (about 70% femaile) at this university | Reversal of EMI, English Medium of Instruction Policy | Investigate the attitudes of college students at Qatar University concerning the shift from English to Arabic as the language of instruction: students' perceptions about the place of English in Qatari society, the role of Arabic and English in their educational careers, and the importance of each language for their futures. | QUANT - used Arabic version of Standardized Student Attitudes Towards the Instructional Medium questionnaire. | 4 correlated factors. Students agree that Arabic is more efficient and effective language for learning (factor I).NAd that English is a language for careers (factor II), Factor III indicates that all students should be allowed to study through English. Nevertheless students feel that Arabic can be used to help students learn in English (factor IV). Students think that Arabic enhances their learning, but also agree that the move will affect their job prospects and chances of completing post-graduate studies, Implication that colleges need to take measures to ensure that students' English proficiency levels at graduation enabbles them to meet requirements of job market, suggestion- by offering ESP courses, or offer Arabic and English tracks in the majors. | ||||||||||
12 | Gierlinger, E. | 2015 | Journal Article | Language and Education | English | Germany | Secondary | N.M. | German | N.M. | N.M. | teachers in upper secondary grammar school class | N.M. | CLIL, Content and Language Integrated Learning | examine the use of the code-switching by CLIL teachers | MIXED. A comparative data coding process using MAXQDA, of observation data; semi-structured interviews (Burns and Barnard 2012), classroom observations, and stimulated recall reflections. | proposing six theses on code switching its relevance to CLIL teacher training (principledness, contextualisation, conflictuality, domain sensibility, linguistic deficit awareness, language learning, and knowledge construction support, as well as affectivity). | ||||||||||
13 | Guarda, M. & Helm, F. | 2015 | Journal Article | International Journal of Bilingual education and bilingualism | English | Italy | HE | University of Padova - public | Italian | N.M. | N.M. | Italian EMI lecturers | Open-ended answers to final survey - 28 respondents. Open, written feedback - 23 participants. Semi-structured interviews - 17 interviewees | EMI, English medium of instruction | Explore how a shift in the language of teaching and learning can lead university lecturers of a range of disciplines to reflect on and innovate their teaching approaches; Teacher professional development. | QUAL - survey questions and open feedback were collected as soon as the courses ended, and semi-structured interviews were carried out towards the end of the academic year once the lecturers had been teaching through English again | Professional development to support lecturers should be designed to address not only language needs but also to offer space for reflection on practice and to raise awareness of the ‘inherent multilingualism’ of higher education. Faced with the challenge of teaching in a language that is foreign to them, many university lecturers feel that their teaching approach needs to be more student-centred in order for the students to be able to cope with the additional complexity of learning in a language which is not their first language. | ||||||||||
14 | Heras, A. & Lasagabaster, D. | 2015 | Journal Article | Language Teaching Research | English | Basque (Spain) | Secondary | Public (State) | Basque | Yes - Vocabulary test | N.M. | A secondary school in the rural Basque-speaking zone of Bortziriak (Baztan-Bidasoa), which provides secondary schooling (both compulsory and post-compulsory) for the whole area - teaches PE in English. It forms part of a large project: 1240 students were enrolled in plurilingual programmes in 15 different state secondary schools in Navarre. | 46 (age 16) students in their fourth year of compulsory secondary education; Two teachers from the English Department and the PE CLIL teacher met once a week; 12 sessions of 1 hour each. CLIL (25 students; 12F 13M) vs non-CLIL (21 students; 10F, 11M) | CLIL, Content and Language Integrated Learning and non-CLIL | 1) to assess the effectiveness of a CLIL (content and language integrated learning) module on affective factors (motivation and self-esteem), 2) to test the purported blurring effect of CLIL on gender differences in foreign language learning. | A background questionnaire, a questionnaire on motivation and self-esteem, and a vocabulary test. | Results revealed that CLIL can help reduce gender differences in motivation. Similarly, vocabulary tests indicated that the CLIL module had a similar positive effect on both male and female students’ learning of the technical content-related vocabulary. | ||||||||||
15 | Karakaş, A. | 2015 | Journal Article | Englishes in Practice | English | Turkey | HE | Bogazici University - PUBLIC Bilkent University - PRIVATE - Middle East Technical University - PUBLIC | Turkish | N.M. | N.M. | Undergraduate students | 351. 3 Turkish universities, 3 programmes. Bogazici University, N=106; Bilkent University, N=132; and Middle East Technical University, N=113. 20 interviewed. | EMI, English Medium of Instruction | Perceptions towards English in terms of the language ideology framework | QUANT - survey. QUAL - semi-structured interviews. | Strong tendency to view their English use as having the characteristics of dominant native varieties of English. High percentage of students’ acceptance of the distinctiveness of their English without referring to any standard variety. Students’ orientations to English are formed by two dominant language ideologies: standard English ideology and native speaker English ideology. | ||||||||||
16 | Lasagabaster, D., & Lopez Beloqui, R. | 2015 | Journal Article | Porta Linguarum | English | Spain | primary school | three different public schools in Navarre, one of the 17 autonomous communities that make up Spain | Spanish | N.M | N.M | a non-CLIL and book-based group taught conventionally, a CLIL and book-based methodology group, and a CLIL and PW group. | 87 primary education students who were enrolled in the 5th grade of primary education (10-11 year olds) | CLIL, Content and Language Integrated Learning | This study analyses the effect of type of approach and methodology on different types of motivation: intrinsic, extrinsic, instrumental and integrative motivation; interest in other cultures and learning environment are also considered. | QUANT - motivation questionnaire | CLIL is beneficial for some motivational clusters even at an early age, whereas the impact of PW was not as positive as expected. | ||||||||||
17 | Li M. | 2015 | Dphil thesis | Queens University, Canada | English | China | Secondary | Chinese | grade 8 students immersion | 246 | Immersion | whether vocabulary breadth and depth affected reading comprehension | quant | is the main source of reading comprehension difficulties in these unexpected poor comprehenders | |||||||||||||
18 | Llinares, A., & Pascual Peña, I. | 2015 | Journal Article | english | Spain | Secondary | Spanish | teacher and students in CLIL history classrooms in two secondary schools | transcripts of whole-class and group-work discussions from the UAM-CLIL corpus | CLIL, Content and Language Integrated Learning | to analyse teachers’ questions and students’ responses in interactions | content analysis of the transcripts of class discussions on history topics | teachers did not always ask the questions related to the prompt. In fact, they frequently used questions for facts, which usually triggered shorter and less complex responses than other types | ||||||||||||||
19 | Lo YY | 2015 | Journal Article | International Journal of Bilingual Education and Bilingualism | English | Hong Kong | Secondary | Public | Cantonese | N.M. | N.M. | content subject teachers and students in CLIL classrooms | 30 Grade 10 lessons in HK CLIL classrooms | EMI, English Medium of Instruction/ CLIL, Content and Language Integrated Learning | to examine if CLIL teachers can use L1 appropriately to suit their students' needs in CLIL classrooms | discourse analysis of lesson transcripts (teacher's language use, proportion of L1 and L2 use in lessons, pattern of language use; functions of language use, teacher-student interaction) | teachers seemed to be sensitive when making use of students' existing linguistic repertoires (L1 code-switching) | ||||||||||
20 | Lueg K. & Lueg R. | 2015 | Journal Article | Academy of Management Learning & Education, | English | Denmark | HE | N.M. | Danish | No. | No | first-semester students enrolled in the bachelor of science in economics and business administration program at AU | 616 Danish students who had chosen either L1 (Danish) or EMI courses | Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers | Exploratory (correlation between students social background (e.g. sex, background, job variance, peer pressure etc.) and their choice of EMI) survey | The Cohen s f2s indicate small size effects for BARRIERS, JOBADVANTAGE and PRESSpeers. BACKGROUND, ENGLISH and JOBNEED exhibit medium-sized effects and constitute the main predictors of students EMI choices. While having excellent English skills and recognizing their importance for highly qualified labor seem to be obvious determinants of choosing EMI, the medium-sized effect of BACKGROUND uncovers and highlights the hidden mechanisms of power in the field through habitus and cultural capital. The result shows students from higher social strata are much more li kely to choose EMI. | |||||||||||
21 | Manan, S. A., David, M. K., & Dumanig, F. P | 2015 | Journal Article | English | Pakistan | primary school | public | Urdu | N.M | N.M | students from low economic status families in low-fee EMI schools in Pakistan | 245 students, 8 teachers, and 11 school principals) from 11 schools in Pakistan | English-medium schools | This study examines the amount of students' exposure to the school language to account for the link between English-medium policies in low-fee English-medium schools and children's sociocultural ecology. | Exploratory | English language stands foreign to sociocultural ecologies of most children which results in several disadvantages-incomprehension of subject material, rote learning, reduced creativity/critical thinking, and parents' disengagement from the teaching/learning processes. We propose for a mother tongue-based multilingual policy for earlier stages of schooling. | |||||||||||
22 | Moraova, H. | 2015 | conference paper | English | Cezch Republic | primary school | Cezch | N.M | N.M | 5th&7th grades students in an elementary school in Prague | N.M | CLIL, Content and Language Integrated Learning | The presented paper focuses on the issue of use of multicultural topics and teaching supported by smart board and ICT in teaching mathematics in English language at primary and lower secondary level. The paper is based on analyses of CLIL lessons taught at a Prague elementary school in the 5th and 7th grades. | lesson observation, analysis of the lesson plans and follow-up reflection. | Piloting of this teaching unit shows that multicultural topics are a very good learning environment for CLIL as they bring a lot of linguistic material into the lesson and thus support simultaneous development of pupils’ abilities in the target language and mathematics. It also shows how beneficial a meaningful use of smart board can be for increasing pupils’ motivation in the situation when they have to learn in a foreign language. | ||||||||||||
23 | O' Dowd, R | 2015 | Journal Article | Survey Report - http://sgroup.be/sites/default/files/EMI%20Survey_Report_ODowd.pdf | English | 70 European universities | HE | N.M. | Mixed | N.M. | N.M. | University lecturers | 70 universities | EMI, English Medium of Instruction | What level of English should teachers have in order to teach their subjects through English at university? What methodological skills are involved in teaching through another language? How can teachers be trained for teaching through English? | QUANT - survey | provides an overview of current practices in the training and accreditation of university teachers who wish to teach their subjects through another language. | ||||||||||
24 | Pavón Vázquez, Ávila López, Gallego Segador & Espejo Mohedano | 2015 | Journal Article | International Journal of Bilingual Education and Bilingualism | English | Spain | primary | Spanish | priamry school teachers | 27 (schools) 145 teachers | CLIL, Content and Language Integrated Learning | collaboration between content and langauge teachers | qualitative; descriptive | teachers can collaborate on objectives; find difficult to coordinate activities | |||||||||||||
25 | Pena Diaz, C., & Porto Requejo, M. D. | 2015 | Journal Article | English | Spain | primary school | public | Spanish | N.M | N.M | CLIL teachers involved in a bilingual teaching project being carried out in a number of primary schools in Madrid since 2003 | N.M | CLIL, Content and Language Integrated Learning | This paper is part of a research project at the university of Alcalá (Spain) which seeks to study the needs of teachers involved in a bilingual teaching project being carried out in a number of primary schools in Madrid since 2003, whose main object is to integrate the teaching of a foreign language in content subjects (CLIL). | Exploratory:questionnaire | The analysis of their answers to these questionnaires together with some bac- kground research will evidence some fears and anxieties about this new way of teaching and the difficulties to abandon certain old conceptions and accept some innovative ones. | |||||||||||
26 | Pladevall-Ballester, | 2015 | Journal Article | English | Spain | primary school | Spanish | N.M | N.M | Parents, students and parents of the CLIL program | N.M | CLIL, Content and Language Integrated Learning | The present paper presents an overview of the students', CLIL teachers' and parents' perceptions after a year of CLIL implementation in five primary schools obtained by means of opinion questionnaires and interviews. | Exploratory:questionnaire and interview | Children, except for low achievers, report general satisfaction, mainly because they realise their use of English is meaningful and feel capable of understanding concepts in English. Teachers' main concerns included their students' low level of English, lack of materials, lack of institutional and peer support and not being competent enough in the content subject. Parents unrealistically perceive CLIL as the only solution to their children's low level of English or fear it might be a threat to the students' L1 and content knowledge. | ||||||||||||
27 | Relaño Pastor, A. M. | 2015 | Journal Article | Language Policy, 14(2), 131-152 | English | Spain | Secondary | public schools | Spanish | CLIL, Content and Language Integrated Learning and bilingual | specific language choice in CLIL classroom to understand the tensions involved in bilingual education policy. Elitism in EMI | ethnographic | not stated in abstract | ||||||||||||||
28 | Studer, Patrick | 2015 | Journal Article | International Journal of Applied Linguistics | English | Austria | HE | N.M. | German | N.M. | N.M. | university students | N.M. | EMI, English Medium of Instruction | how undergraduate students negotiate linguistic competence of their university lecturers following the switch of the classroom medium of instruction from German to English. | QUAL - discussing 2 Science lectures with students - | successful implementation of English-medium instruction crucially depends on the lecturers' ability to negotiate communicative-didactic rather than linguistic competence. | ||||||||||
29 | Tavares, N. J. | 2015 | Journal Article | International Journal of Bilingual Education and Bilingualism | English | Japan | Secondary | Private | Japanese | yes, | N.M. | EFL learners in japanese high school, who engaged in a reading activity with teacher-made materials for 5-10 mins for 5 months | 96 students in the treatment group | EFL | to explore the effect of a quasi-extensive reading programme on Japanese high school EFL learners' reading comprehension, reading speed, & their perceptions of the programme | Students' reading comprehension (progress, speed) was measured in pre- & post-test | students in the treatment group scored significantly higher in reading speed & comprehension than the control group. | ||||||||||
30 | West, R. /British Counc | 2015 | report British C. | English | Turkey | HE | lecturers and students in 25 turkish universities | various | various as EMI, English Medium of Instruction is only part of report | examines the state of English in HE in Turkey and looks at EMI and PYP provision | descriptive/RBV | Emi Teachers' competence is good; students competence is very low; poor quality PYP programmes | |||||||||||||||
31 | Yang, W. | 2015 | Journal Article | International Journal of Bilingual Education and Bilingualism | English | Taiwan | HE | Mandarin | national English proficiency test | yes ? | students after 2 years before industrial placement | 29 students for the tests, survey 3 CLIL teachers for interviews | CLIL, Content and Language Integrated Learning | 1.How has the learners English performance changed in a Taiwanese CLIL programme? 2. What is the learners performance in the content courses and what is the relationship between this performance and their English language proficien cy? 3. How do the Taiwanese CLIL learners and practitioners perceive their achievements in both language and content and the relationship between the two? | mixed-method, the author adopted an English test to test the students receptive and productive skills. In Sep 2011, as a pretest, and in June 2013, as a post-test. Also, a semi-structured questionnaire | CLIL learners can make a significant improvement in their receptive skills. However, compared to the national standard as reflected in the Standard English test used in this study, CLIL learners do not show a better performance in productive skills. | |||||||||||
32 | Aguilar, M., & Muñoz, C. | 2014 | Journal Article | International Journal of Applied Linguistics | English | Spain | HE | N.M | Catalan-Spanish | Oxford Placement Test (OPT) consisting of a listening subtest and a grammar subtest was used as pre-test (first week of the semester) and post-test (last week of the semester), respectively. | N.M | Engineering students - average age of 21.4, and with an upper-intermediate level of English (B2) at the pre-test. 2.6% were Spanish students and 17.4% were foreign students in an Erasmus exchange | The original sample was 205 students, but not all of them took the post-test and thus the sample was reduced to 63 | CLIL, Content and Language Integrated Learning | Examined learners’ gains in listening and grammar skills after a CLIL course in English for a semester: were students’ listening and grammar skills affected similarly? did participants’ proficiency level play a role? | QUANT. Pre-Post-test. | Paired-sampled t-tests: difference between the mean scores in the pre-and post-listening test was significant but not for gammar tests. Students distributed into three groups based on pre-test scores - repeated measures ANOVA: less proficient students obtained higher gains in listening and grammar skills than more proficient students. | ||||||||||
33 | Al-Mashikhi, Eiman. Rahma Al-Mahrooqi, Rahma, Denman, Christopher James. | 2014 | Journal Article | The 2014 WEI InternationalAcademic Conference Proceedings | English | Sultanate of Oman | HE - Undergraduate | Public | Arabic | A self-reported quesitonnaire | N.M. | Undergraduate College of Science students - Public University | 60 (30 males and 30 females) | EMI, English Medium of Instruction | Investigates science students’ attitudes towards using English as a medium of instruction (EMI) | Questionnaire. QUANT. QUAL (open ended questions) | A large number of participants accepted that English is the global language of science and technology. More than half stated a preference for Arabic-MOI. BUT participants did not show negative attitudes towards EMI itself: both instrumental and integrative motives for their engagement with the English language. | ||||||||||
34 | Banegas, D | 2014 | Journal article | English | Argentina | Younger learner | Spanish | no | no | secondary school students | 4 series of coursebooks | CLIL, Content and Language Integrated Learning | how CLIL is included in ELT coursebooks | QUAL. The content analysis of the four CLIL-oriented series | (1) little correlation between featured subject specific content and school curricula in L1, (2) oversimplification of contents and (3) dominance of reading skills development and lower-order thinking tasks | ||||||||||||
35 | Basibek, Nurcihan., Dolmaci, Mustafa., Cengiz, Behice Ceyda. Bur, Burcu., Dilek,Yeşim., & Kara, Bayram | 2014 | Journal Article | Procedia - Social and Behavioral Sciences 116(2014) 1819-1825 | English | Turkey | HE | N.M. | Turkish | N.M. | N.M. | Lecturers (professors, associate professors, assistant professors, and assistants) - engineering faculties | 63 - 2 state universities,Engineering Faculty, all from departments where 30% of lectures given in English. | EMI, English Medium of Instruction | Lecturers' perceptions. Views of lecturers whether EMI is a requisite and benignant in terms of instructional goals.What do the lecturers themselves think about this situation? What attitudes do they have towards English as a medium of instruction? | QUANT. A Lickert-type scale questionnaire. | Lecturers supported EMI but agreed lecturing in Turkish allows them to explore content in more depth.most think that to find materials in English is easier than in Turkish, believe thye are proficient enough to lecture in English.Favour lecturing in Turkish to provide deeper and clearer understanding of content, nearly neutral that EMI carries a threat to Turkish culture, nor a conflict with Turkish scientific people in terms of their national interests. | ||||||||||
36 | Basrerrechea, M & Garcia, M | 2014 | Journal Article | N.M. | English | Basque | Post-compulsory secondary education. | N.M. | Baseque | The Quick Oxford Placement test (OPT) | N.M. | CLIL and EFL learners in Basque Autonomous Community | 116 adolescent learners (CLIL, n = 54; mainstream EFL, n= 62) | CLIL, Content and Language Integrated Learning & English as a Foreign Language (EFL) | compares focus on form in Content and Language Integrated Learning (CLIL) and mainstream English as a Foreign Language (EFL) contexts in the production of a specific morphological feature, the English 3rd person singular present tense marker –s. | QUANT. Dictogloss task. | CLIL learners noticed and produced more instances of the 3rd person singular -s than mainstream learners, but not in a significant manner, and that those working in pairs in the CLIL group obtained significantly better results. | ||||||||||
37 | Belhiah & Elhami | 2014 | Journal Article | Language Policy | English | United Arab Emirates | HE | N.M. | Arabian/Persian Gulf | N.M. | N.M. | six universities located in major cities of Abu Dhabi, Dubai, Al Ain, Sharjah, Ajman, and Ras Al Khaimah, | 500 students and 100 teachers | EMI, English Medium of Instruction | explores the effectiveness of English as a medium of instruction (EMI) in the Arabian/Persian Gulf, with special focus on the situation in the United Arab Emirates; and explores students’ and teachers’ perceptions about the use of English to teach subject matter. | MIXED. Survey questionnaires and structured interviews | Results suggest that the current EMI situation leaves much to be desired with students struggling to learn the subject matter due to their low-proficiency in English. | ||||||||||
38 | Chan JY. | 2014 | journal article | Language and Education | English | Hong Kong | Secondary | Public | Cantonese | N.M. | N.M. | students in MOI-switching secondary school | three classes comprised 30 Year 7, 39 Year 8 and 41 year 10 students, | EMI, English Medium of Instruction | examines the implementation of the new fine-tuning MOI policy in a representa- tive secondary school. | students' (Years 7, 8 and 10) self-reported data (log sheet) about their actual use of English over a five-day week. | the junior secondary level (Years 7 and 8), the findings indicate a close alignment of policy and practice only in the English-medium subjects, whereas in some other subjects, the proportion of use of English could not be clearly determined due largely to the complexity of the school-based policy and teachers’ flexibility and autonomy in practice; The paper concludes by suggesting that a likely outcome of this newly implemented policy will be a return to the colonial government’s laissez-faire policy in the 1980s and 1990s, where there was virtually no monitoring of policy implementation | ||||||||||
39 | Chen, Yih-Lan Ellen; Kraklow, Deborah | 2014 | Journal Article | Journal of Studies in International Education | English | Taiwan (Northern) | HE | Private | Taiwanese | N.M. | N.M. | Third-year domestic undergraduate students at a private university in northern Taiwan | 276 third-year domestic undergraduate students from 8 different academic programmes. one class from each of four different programs): (a) International Business, (b) Applied Computing, (c) Journalism and Mass Communication, and (d) Travel and Tourism, as well as students from four corresponding classes from programs in other colleges of the uni-versity: (a) International Business in the School of Business, (b) Information Technology in the School of Information, (c) Mass Communication in the School of Communication, and (d) Tourism in the School of Tourism | EMI, English Medium of Instruction | Investigates the factors that lead students to participate in EMI programs (relationship between motivation and engagement) | QUANT - Self-Determintation Theory instrument. | Significant differences in both intrinsic motivation and English learning engagement between the students participating in EMI and non-EMI programs. Significant predictive power of both intrinsic motivation and external regulation on English learning engagement | ||||||||||
40 | Dafouz, E., Camacho, M., & Urquia, E | 2014 | Journal Article | Language and Education | English | Spain | HE | Spanish | Self-assessed questionnaire | 3 subjects history, accounting, finance coursework and final grade | Business Administration 1 st year undergraduates | 106 students for accounting, 115 for finance, and 95 for history | English-medium & spanish-as-first-language | compare studying Business Administration in Spanish L1 and in EMI | QUANT. Two student questionnaire surveys | both cohorts obtain similar results . But History yields higher results than accounting and finance | |||||||||||
41 | Dearden, Julie | 2014 | Report | British Council Report | English | Global | HE | Both private and public included | Various | N.M. | N.M. | British Council staff in 55 countries to act as ‘informed respondents’ for the countries in which they were resident. | 55 staff members | EMI, English Medium of Instruction | Provide an initial picture of the rapidly growing global phenomenon of English medium instruction (EMI). Map the size, shape and future trends of EMI worldwide. | Preliminary: QUAL - semi-structures interviews. Main Study: QUAL -open-ended questionnaires | Rapid expansion of EMI provision. Official governmental backing for EMI but with exceptions. Attitudes are ‘equivocal’ or ‘controversial’ rather than being ‘against’ its introduction and/or continued use. Concerns over the potentially socially divisive nature of EMI. | ||||||||||
42 | Doiz et al | 2014 | Journal Article | Language Learning Journal | English | Basque | Secondary | N.M. | Basque | N.M. | N.M. | compulsory secondary education students enrolled in EFL and CLIL courses | 393 students (aged 12–13 and 14–15 | CLIL, Content and Language Integrated Learning | (1) Are the CLIL students more motivated to learn English than the non-CLILstudents? (2) What is the impact of individual (gender and age) and contextual (socio-cultural) variables on CLIL and non-CLIL students’ motivation? | questionnaire (instrumental orientation, parental support, intrinsic motivation, interest in FLs/cultures, anxiety and moti- vational strength) | The statistical analyses showed that CLIL students were more motivated; however, these results should be analysed with caution, taking into account a series of individual (age and sex) and contextual (socio-cultural) variables that may influence such results. | ||||||||||
43 | Early, M. & Norton, B. | 2014 | Journal Article | Journal of Multilingual and Multicultural Development | English | Uganda | Secondary | N.M. | Swahili | N.M. | N.M. | school principal, teachers and students, | 20 teachers participated two of whom were subject English (and English literature) teachers 18 teachers represent instruction in a wide range of curricular areas, including humanities (Christian religious education, political education, history and geography; n = 5), sciences (biology, chemistry, physics, agriculture; n = 5), mathematics (n = 1), business studies (computer studies and accounts, n = 4), culture (art and crafts n = 2), and the school librarian. . | EMI, English Medium of Instruction | (1) in a rural African context, what educational conditions and language policies impact the use of English as a medium of instruction in secondary schools? and (2) how do teachers across the curriculum navigate these conditions and policies to integrate English language and content? | questionnaires, interviews, observations, policy document analysis and researchers’ journal reflections. | Central findings highlight the difficulties faced by content teachers in addressing their students’ language needs in the context of contemporary policy guidelines; issues related to the pre-service preparation of subject area teachers; and possibilities for developing pedagogy for teaching language/s and literacies across the curriculum. | ||||||||||
44 | Ellili-Cherif,Maha | 2014 | Journal Article | English | Qatar | primary school | Independent (Private) schools | Arabic | N.M. | N.M | Qatari independent schools | 127 teachers working in the eight Cohort I Qatar Indepen- dent primary schools. Cohort I are the first schools that acquired Independent school status in 2004 with the launch of EFNE, and, therefore, have the longest experience with the practice of integration in Qata | EMI, English Medium of Instruction | It focuses on the advantages and disadvantages of this approach for teachers and students, and the challenges they face in the process of its implementation | Exploratory:a questionnaire and follow-up interviews | Findings point to teachers’ beliefs that while the approach has benefited them and their students, it is a challenging process. The challenges teachers face are organizational in nature relating to ineffective planning for the introduction of the change, lack of teacher preparedness for its implementation, and parents’ resistance to this change. | |||||||||||
45 | Escobar Urmeneta, C & Evnitskaya, N | 2014 | Journal Article | International Journal of Bilingual Education and Bilingualism | English | Spain | Secondary | Spanish | N.M. | N.M. | bilingual Catalan-Spanish CLIL secondary school classroom in Barcelona; | sixteen 12-year-old students learn biology in English as a third language. | CLIL, Content and Language Integrated Learning | how different components of CIC (Classroom interactional competence) are enacted by participants in the interactional process of achieving shared understanding in one CLIL science classroom. | Multimodal conversation analysis (CA) of video-recorded transcripts | The analysis reveals that: (a) the teacher’s systematic deployment of multimodal resources ensures comprehension and favours the emergence of learner- initiated turns; (b) as a result, a highly interwoven set of sequences of ‘mediation’ and ‘remediation’ occurs, jointly providing the students with opportunities for the appropriation of language and content; and (c) this abundance of resources contrasts with the scarcity of teacher moves aimed at eliciting more elaborated learner interventions. | |||||||||||
46 | Fung, D. & Yip, V. | 2014 | Journal Article | Journal of Research in Science Teaching | English | Hong Kong | Secondary | N.M. | Cantonese | N.M. | N.M. | EMI secondary | A total of 199 Secondary Four (S4 or tenth-grade) students, divided into three major ability groups, in a band 2 CMI school, participated in a teaching intervention designed to determine the effects of MOI on their learning achievement and motivation. | EMI, English Medium of Instruction | A 3-year study was launched in a Hong Kong secondary school to investigate the effects of the medium of instruction (MOI), specifically English and Chinese, on the learning of certificate-level physics | questionnaire-based survey, follow-up interviews, | The results of conceptual assessments and physics examinations revealed Chinese to be a superior MOI in enabling low-ability students to attain a higher level of achievement, whereas English was more suitable for their high-achieving counterparts. However, little conclusive evidence regarding the role of MOI for the medium-ability groups was found; students were more motivated to learn physics through Chinese as the MOI (CMI) rather than English (EMI), although significant limitations to its use were identified for the topic of “Heat.” Deficiencies in the vocabulary needed for abstract scientific concepts in Chinese may account for these limitations; follow-up interviews at the end of the study revealed a sharp contrast between the learning prospects of EMI and CMI students. | ||||||||||
47 | Gablasova, D. | 2014 | Journal Article | Language Learning Journal | English | Slovakia. | Secondary | N.M. | Slovak | N.M. | N.M. | CILI secondary (L1 vs L2) | 37 high school students studying in a content and language integrated learning (CLIL) setting in Slovakia; (n = 35) from the same two schools and the same CLIL programmes acted as a control group | CLIL, Content and Language Integrated Learning | this paper discusses issues related to oral assessment of school knowledge of L2- educated students. In particular, it examines benefits and disadvantages of students being tested in their L1 (their dominant language) and in their L2 (their language of instruction) | Students were tested both in their L1 (Slovak) and their L2 (English) on material which they read in English. Their ability to verbally express content knowledge was assessed in terms of linguistic accuracy, fluency, academic format appropriateness and lexical appropriateness. | The results from these 37 students were compared with the performance of 35 students who read the same material in their L1 and were tested in L1. The study shows how the choice of either L1 or L2 can to some extent constrain students’ ability to express the knowledge they have. | ||||||||||
48 | Hengsadeekul, C., Koul, R., and Kaewkuekool, S. | 2014 | Journal Article | International Journal of Educational Research | English | Thailand | HE | N.M. | Thai | N.M. | N.M. | Undergraduate students enrolled in 9 different academic programmes in 3 institutions in Bangkok. | Thailand (N = 2252, males = 31.2% and females = 68.8%). EMI students in international programmes: 89 out of 2252. (see pg 37 for detailed more description) | English-medium programmes | Motivational factors that influence undergraduate students' preference for EMI graduate programmes.What are best predictorsfor undergraduate males' and females' preference for EMI graduate programmes? | Survey in Thai.General information, self rated English Language proficiency, assessed motivation | Students endorsed instrumental motivation for English language learning more than socio-cultural, xenophilic motivation but all were significantly positively associated with students' preferences for EMI graduate programmes.Self-rated English Language proficiency and social support were significantly and positively associated. Levels of English language classroom anxiety, fear of negative evaluation, fear of social comparison were signifant negative motivations. Implications included the importance of strategies to reduce anxiety, startegie may include curricular design for cooperatio rather than competitive learning environments, focus on mastery rather than performance and instructional practices that value learning from mistakes. | ||||||||||
49 | Hu, G., & Lei, J | 2014 | Journal Article | Higher Education | English | China | HE | Public university | Mandarin, Chinese - some native English speakers | Yes.national standardized English proficiency tests for college students in China | N/M | EMI Business Administration program undergraduates | 64 EM students and 72 CM students from one major university in South China, majoring in Business Administration. Both EM and CM students include a roughly equal number of 2nd year and 3rd year students. | EMI, English Medium of Instruction | (1).Does the focal EM program have an effect on students English proficiency? (2) Does the focal EM program foster students positive effect in English learning and use? | CMI and EMI students English performance and affect in English learning at the beginning of 2nd year (which is like a pre-test). 3rd year EMI and CMI students English performance was also compared at the beginning of the 3rd year, after the EMI students having received EMI for a year (which is a post-test) | There is no significant effect of the one-year EMI courses on students English proficiency, motivation/affect of English learning, and their perception of English learning. | ||||||||||
50 | Hultgren, Anna Kristina | 2014 | Journal Article | Multilingua | English | Denmark | HE | Varied - all of Denmark's universities included | Danish | N.M. | N.M. | All 8 Danish universities | 8 universities | N.M. | To what extent current organizational changes automatically engender Englishization, or whether one can take place without the other | QUANT - recently compiled statistics derived from a variety of government and national sources (How much English is used in: teaching, academic publishing and, as a proxy, the proportion of international students and new appointees) | There is evidence of a mild correlation (lower rank university - less English is used). Exceptions: Englishization is better explained by taking into account local and contextual factors than by grand narratives. | ||||||||||
51 | Jakonen, T. | 2014 | Journal Article | Applied Language Studies | English | Finland | Lower Secondary | Public | Finnish | N.M. | N.M. | secondary students 14-15 years old | 1 class; 16 recorded lessons | CLIL, Content and Language Integrated Learning | How students bring English picked up 'outside' into a CLIL classroom | QUAL; Discourse analysis of video-recorded history lessons taught through English | Vernacular and academic merge in group talk | ||||||||||
52 | Kim, E. G. & Shin, A | 2014 | Journal Article | Transactions on Professional Communication | English | Korea | HE | Korea Advanced Institute of Science and Technology - PUBLIC | Korean | N.M. | N.M. | Korean graduate engineering faculty | 48 full-time professors from 13 departments | EMI, English Medium of Instruction | Research questions: Should English communication education be offered at the graduate level in Korean engineering schools? How could English communication education be improved for Korean graduate engineering students? | QUANT - survey QUAL - document analysis. | Students' English fluency is critical for the success of using English as a medium of instruction. | ||||||||||
53 | Kim, J., Tatar, B., & Choi, J | 2014 | Journal Article | Language and Intercultural Communication, 14(4), 441-459. http://doi.org/10.1080/14708477.2014.946038 | English | Korea | HE | N.M. | Korean | N.M. | N.M. | Korean and international students at university specialised in Science and Engineering. Business Management or Engineering. Mostly freshmen after 1 EMI semester | 310 students. 249 Koreans and 61 international students from non-English speaking countries answered questionnaire. Interviews with 23 Korean and 9 international students. | EMI, English Medium of Instruction | Student perceptions. Comparing Korean and the international students' perceptions of EMI factors; participation in class, use of references,s use of Korean during EMI, willingness to interact with International or Korean students, effect of English proficiency on achievement. | 11-item questionnaire and interviews | The more confident the Korean students were in participating in the activities, the fewer reference materials or assistance they used and tended to be unwilling tot interact with international students during EMI. In the international group, the more receptive the participants were to the use of Korean in class, the less likely they were to interact with Koreans. Korean students lack of confidence and interaction. International students, with a limmited level of tolerance of Korean use, frustrated with the lack of interaction in their courses. Koreans conscious of correctness to standards identified themselves as EFL learners rather thna as speakers of ELF. | ||||||||||
54 | Kong, S. | 2014 | Journal Article | Canadian Modern Language Review | English | Hong Kong | Secondary | N.M. - 'late immersion school' | Chinese | N.M. | N.M. | Teachers and students in secondary late immersion school | 2 =history teacher & researcher & 37 students | EMI, English Medium of Instruction | Collaboration between content and researcher (a language expert) on design and teaching of activities | MIXED - QUANT - writing test scores & questionnaire. QUAL - interviews | The project was successful in helping students to write on their own and in improving that writing, particularly in terms of text structure. | ||||||||||
55 | Koopman. G.J., Skeet. J., & de Graff, R. | 2014 | Journal Article | Language Learning Journal | English | Netherlands | Secondary | N.M. | Dutch | N.M. | N.M. | Content teachers | 6 teachers | CLIL, Content and Language Integrated Learning | CLIL content teachers knowledge of how to teach language | QUAL - 'language wall technique' - the teachers’ written responses on the cards; how each teacher constructed their language wall and, in particular, which activities were most important to them; and the specific matches made by teachers between their own ‘pedagogical procedures’ (PPs) and Long’s methodological principles (MPs) | 1 - On the whole, the participating teachers were able to identify a variety of PPs for language teaching in their content lessons. 2 - Mostly, rationales given by teachers for each PP tended to repeat (in slightly different terms) the description of the activity. 3 - We found that teachers were demonstrating knowledge of a broad range of classroom activities that they were able to match convincingly to over two- thirds of Long’s MPs for effective language teaching. | ||||||||||
56 | Kukk, A., Oun, T., & Ugaste, A. | 2014 | Journal article | International Journal of Early Years Education | English | Estonia | Pre-school to primary | N.M. | Estonian | N.M | N.M | Teachers and parents of those children who were beginning their primary school education | N.M | Language immersion | To observe the readiness for school of those children who have participated in the early language immersion programme, taking into consideration the objectives of the curriculum and their teachers' and parents' assessments. | Questionnaire employed over a three-year period (2009-2011) involving the teachers and parents of those children who were beginning their primary school education. | The results of the study revealed that, according to the assessments of their teachers and parents, the readiness for school of the children having completed the early language immersion programme was very good. Data prove that language immersion programmes provide children with enough preparation to make a smooth transition from kindergarten to school life. | ||||||||||
57 | Lasagabaster, D | 2014 | Journal Article | Journal of Applied Psycholinguistics | English | Spain | HE | the University of the Basque Country - PUBLIC | Spanish | N.M. | N.M. | Undergraduate students | 495 undergraduates enrolled in 21 different degrees | EMI, English medium instruction | Examines two variables (gender and English proficiency) and their effect on students’ attitudes towards EMI | QUANT (?) N.M. in abstract - full text not available | No gender effect, impact of the degree of English proficiency was statistically significant. The students’ attitudes were highly mediated by two interrelated factors : the low level of English proficiency attained by a large number of undergraduates before entering university, and their fear of content learning being negatively affected by instruction through a foreign language. | ||||||||||
58 | Lee, G. J. | 2014 | Journal Article | English Teaching, 69(1), 91-117. | English | Korea | HE | N.M. | Korean | N.M. | N.M. | university students taking these courses: a) Introduction to Politics, b) Introduction to Sociology c) International Political Economy d) Cross-cultural communication strategy e) Psychology | 10 professors in focus group discussion. 5 professors' classes (7 classes) who conducted the survey with their students are included.Students 194/ 251 questionnaires from 7 classes. | EMI, English Medium of Instruction | Explores and investigates factors contributing to verbal paticipation and the achievement of desired learning outcomes in EMI classes-why students don't participate. | MIXED - case study is a sub-set of a larger research project, focus group interviews, peer observations of students and professors of selected EMI classes. | Lack of English language skills. Only 6% students able to understand more than 80% of lecture. More thna half respondents understood less than 60%. Lack of motivation. Differences in teaching styles and learning activities significantly affect levels of verbal participation in class. | ||||||||||
59 | Lei, J., Hu, G. | 2014 | Journal Article | IRAL: International Review of Applied Linguistics in Language Teaching | English | China | HE | N.M. | Chinese | N.M. | N.M. | Chinese undergraduate students in an English-medium and a parallel Chinese-medium program | 136 sophomores and juniors were drawn from an English-medium and a parallel Chinese-medium program | EMI, English Medium of Instruction | investigates whether EMI has an impact on Chinese undergraduates' English proficiency and affect, in English learning and use. | QUANT & QUAL: (a) participants' scores on two national standardized English proficiency tests; (b) their English-related affect as measured by three scales adapted from Gardner's (2004) Attitude/Motivation Test Battery; (c) their perceptions of EMI in Chinese tertiary education elicited with a survey developed by the Chinese Ministry of Education (2006), and (d) interviews with 10 focal students from the English- and Chinese-medium programs. | No statistically significant effect of MOI on English proficiency or affect in English learning and use. extent of satisfaction with EMI, perceived necessity for EMI, and perceived increases in study burden had statistically significant effects on the outcome measures. prior English proficiency was the strongest predictor of subsequent English proficiency and English-related affect. | ||||||||||
60 | Llinares, A., & Lyster, R | 2014 | Journal Article | English | Spain, France, Japan | primary school | N.M | Spanish | N.M | N.M | 43 hours of classroom interaction at the 4th–5th grade level across three instructional settings: (1) two content and language integrated learning (CLIL) classrooms in Spain with English as the target language; (2) four French immersion (FI) classrooms in Quebec (using published data from Lyster and Ranta 1997); and (3) three Japanese immersion (JI) classrooms in the US (using published data from Lyster and Mori 2006). | 43 hours of classroom interaction | CLIL, Content and Language Integrated Learning | compares the frequency and distribution of different types of corrective feedback (CF) (recasts, prompts and explicit correction) and learner uptake in 43 hours of classroom interaction at the 4th–5th grade level across three instructional settings: (1) two content and language integrated learning (CLIL) classrooms in Spain with English as the target language; (2) four French immersion (FI) classrooms in Quebec (using published data from Lyster and Ranta 1997); and (3) three Japanese immersion (JI) classrooms in the US (using published data from Lyster and Mori 2006). | Classroom observation | Teachers in all three settings used recasts, prompts and explicit correction in similar proportions, with recasts being the most frequent, followed by prompts then explicit correction. However, in the CLIL and JI classrooms, the majority of learner repair moves followed recasts, whereas the majority of repair moves in FI classrooms followed prompts. The similarities and differences across contexts are discussed in terms of the different types of recasts used by the teachers (i.e. didactic recasts in CLIL and JI; conversational recasts in FI), as well as in terms of context-specific influences and the teachers' professional trajectories. | |||||||||||
61 | Lo YY | 2014 | Journal Article | Language and Education, | English | Hong Kong | Secondary | Public | Cantonese | N.M. | N.M. | content subject teachers and students (grade 9 and 10) in EMI schools in HK | 22 content-subject lessons in 2 EMI schools | EMI, English Medium of Instruction/Content Based Instruction | to compare students' L2 language learning opportunities between humanities and science subjects | discourse analysis of lesson transcripts (IRF sequences, proportion of student talk, mean length of student turns, form-focused exchange) | In Humanities lessons, students talked significantly more and longe; longer chains of I-R-F sequences where teachers elicited more student responses and provided feedback on students' L2 output. | ||||||||||
62 | Lorenzo, F., & Rodríguez, L. | 2014 | Journal Article | System, | English | spain | Secondary | Public | spanish | N.M. | N.M. | N.M. | 244 historical narratives, from 4 schools, of subjects from 9th to 12th grade (age range 13–17 years) | CLIL, Content and Language Integrated Learning | to trace the appearance and evolution of academic language structures in a second language, | text analysis of students' writing and their choices of syntax and cohesion in historial narratives. | the study concludes observations pertaining to the growth of cognitive academic language proficiency (CALP) in content-driven learning settings, the non-linear development of the L2 system and the major metrics which undergo change over the period | ||||||||||
63 | Manzano Vazquez, B. | 2014 | Journal Article | EBSCOhost | English | Malaysia | Secondary | yes | state of Terengganu | 36 students in grade 7. | CLIL, Content and Language Integrated Learning | to compare the lexical transfer production of between CLIL and non-CLIL students; and to determine if language proficiency was a key factor when predicting differences between both groups | students were assessed by English Unlimited Placement Test, and their lexical transfer production was tested through a written composition in English. | no significant difference in language proficiency between both groups and that the difference in lexical transfer lied in the influence exerted by a few participants on the results | |||||||||||||
64 | Massler, U., Stotz, D., & Queisser, C. | 2014 | Journal Article | English | Germany and Switzerland | primary school | N.M | German | N.M | N.M | primary school students in CLIL programs in Germany and Switzerland | N.M | CLIL, Content and Language Integrated Learning | This article explores ways in which learners' achievements can be assessed and reflected in both the domains of linguistic performance and subject-content learning. | Development and trial of the assessment tool | The CLILA project (CLIL Learner Assessment) has developed an enquiry and assessment tool to measure primary school pupils' content and foreign language ability in CLIL lessons. The tool is based on: (1) the Common European Framework of Reference and the lingualevel model; (2) the description of competences in the subject content areas; and (3) the curricula of the subjects involved with their thematic categories. With the help of CLIL teachers, descriptors, evaluation scales and examples of assessment tasks were developed and tested in several classrooms. The article outlines the theoretical background of the assessment tool and reports on the development and improvement of the assessment materials during the trial phase. | |||||||||||
65 | McMullen, M.G. | 2014 | Journal Article | English Language Teaching 7(7),131-141 | English | Saudi Arabia | HE | N.M. | Arabic | N.M. | N.M. | Students enrolled in preparatory year English programmes in Saudi Arabia | 3 universities, 479 students enrolled in preparatory year. 184 male students and 295 female students. | English preparatory year | Investigates the effects of gender and geographical location on the perceptions of Saudi university students regarding the value and attributes of preparatory English programmes and their attributes. | QUANT - survey. | Encouraging results from this study suggest that Saudi university students do realize the value of a preparatory year English programme. 85% believe Prep year is necessary, 67-77% satisfied with the programme, 77-94% indicated that more speaking was needed 63-82% indicated that more writing was needed in class. 5/6 campuses responded that the teachers is the key to students' success as lanuage learners. In most cases, they share common perceptions about which attributes are needed to insure the success of any such program. In some cases, there are significant differences based on gender and geographical location. | ||||||||||
66 | Pessoa, Silvia. Miller, Ryan T. Kaufer, David. | 2014 | Journal Article | IRAL | English | Qatar | HE | N.M. | Arabic | N.M. | N.M. | University students | N.M. | English-medium | study of literacy development - document the challenges and development of multilingual students' literacy skills in their transition to college | Longitudinal. QUAL - interviews. QUANT - corpus analysis of students' writing | INTERVIEW DATA: students faced challenges during the first semester in terms of reading comprehension difficulties stemming from limited vocabulary knowledge, background knowledge, and reading stamina. described difficulties understanding the genre expectations and style of English academic writing. students developed their academic reading and writing as their understanding of college writing expectations and their use of learning strategies and resources increase. WRITING DATA: academice writing developed. | ||||||||||
67 | Roiha, A. S. | 2014 | Journal Article | English | Finland | primary school | public | Finnish | N.M | N.M | teachers at a school which offers CLIL education also to pupils with special needs following the principles of inclusive education. | 51 teachers | CLIL, Content and Language Integrated Learning | The present study investigates differentiation in content and language integrated learning (CLIL) in Finland and addresses the issue of how to support the pupils with special needs in it. | a qualitative case study and a quantitative survey | In general, the teachers differentiated their CLIL education in a fairly versatile manner with various teaching arrangements and methods and focused on the differentiation of the language. In addition, the teachers' perceptions of differentiation correlated with the differentiation practices they used. The greatest challenges of differentiation involved time, material and physical classroom environment. The study indicates that teachers should be more conscious of the nature of differentiation for it to be more purposeful and systematic. Schools should critically re-examine their structures and for instance co-teaching, class-size reduction or remedial teaching could be used more effectively | |||||||||||
68 | Roiha, Anssi Sakari | 2014 | Journal Article | Language and Education | English | Finland | Primary | N.M. | Finnish | N.M. | N.M. | Primary school teachers | 51 | CLIL, Content and Language Integrated Learning | (1) primary teachers' perceptions of differentiation (in terms of Ss with special needs), (2) the differentiation methods the teachers use in CLIL education and (3) the challenges of differentiation they identify | QUANT - survey QUAL - case study (interviews and/or observation?) | Teachers differentiated their CLIL education in versatile manner - various teaching arrangements and methods, focused on the differentiation of the language. Teachers' perceptions of differentiation correlated with the differentiation practices they used. Greatest challenges of differentiation involved time, material and physical classroom environment | ||||||||||
69 | Saladrigues, G., & Llanes, A | 2014 | Journal Article | English | Spain | Spanish | yes | two student groups: ESL classrooms and CLIL classroom | CLIL, Content and Language Integrated Learning | to examine the effects of general L2 exposure vs. specific language exposure in CLIL on their second langauge acquisition | students were measured by written accuracy, lexical complexity, syntactic complexity and written fluency. | ||||||||||||||||
70 | Sultana, S. | 2014 | Journal Article | Asian EFL Journal | English | Bangladesh | HE | 3public. 2 public. | Assume Bangla(?) | N.M. | N.M. | 1st year university students in universities in Bangladesh | 115 students | EMI, English Medium of Instruction | The effect of EMI: examined the academic discourse and socialisation experiences of students | QUANT - survey. QUAL - interviews. | language of instruction led some Ss to perceive themselves as being deficient. They felt systematically excluded from classroom discussions and activities. English severely impeded their possibilities of learning and the development of identity & exacerbated inequalities between students. | ||||||||||
71 | Taguchi, N. | 2014 | Journal Article | English | Japan | Primary | Japanese | Japanese ESL | EMI, English Medium of Instruction | characeristics of ELF | |||||||||||||||||
72 | Tarnopolsky, O.; Goodman, B.. | 2014 | Journal Article | Language and Education | English | Eastern Ukraine | HE | Private | Ukrainian and Russian | N.M. | N.M. | Students and teachers in university | 58 | EMI, English Medium of Instruction | Examine the degree to which EMI allows for the use of Ukrainian (the state language) or Russian (the predominantly spoken language) in large cities in eastern Ukraine | Longitudinal - 9 months. QUANT - Audio and video recording of classroom language. QUAL - Ethnographic notes. Semi-structured interviews. Informal conversation. | Multiple pedagogical purposes for using the predominant native language (L1), Russian. Teachers and students consider the use of the L1 in the classroom to be a natural function of the need for comprehension. Ukrainian appeared in a limited form, but in ways that indexed its position as a national language. Attitudes towards Ukrainian also supported the ideology of Ukrainian's position as a state language. | ||||||||||
73 | Vu, N.T.T. & Burns, A. | 2014 | Journal Article | The Journal of Asia TEFL | English | Vietnam | HE | N.M. | Vietnamese | N.M. | N.M. | Undergraduates. | 16 lecturers ( 5 language lecturers, 9 content lecturers) | EMI, English Medium of Instruction | what challenges face stakeholders in the implementation of EMI | Qual only although part of larger study; semi-structured interviews, | lecturers were challenged by: their own language abilities, students’ language competence and learning styles, pedagogical issues, and resource availability | ||||||||||
74 | Wei, R | 2014 | PhD thesis | Dissertation Abstracts International,74(9) | English | China | primary and secondary | public | Mandarin | teachers | bilingual education | Bilingual Education Experiment in Primary and Secondary Chinese-English municipal project | questionnaires interviews | 8 potential problem areas implementing EMI teacher ability, changes of stduent evaluation, leadership school administrators, teacher education | |||||||||||||
75 | Werther, Charlotte Denver, Louise Jensen, Christian Mees, Inger M. | 2014 | Journal Article | Journal of Multilingual and Multicultural development | English | Denmark | HE | Copenhagen Business School (CBS) | Danish | Self-assessed | N.M. | Lecturers and students at CBS | 33 lecturers (17 interviewed - 5 were weakest in English). 1800 students | EMI, English Medium of Instruction | Not all university lecturers feel they have the appropriate academic English proficiency to meet the standard required to teach through English. This study sheds light on the challenges faced by a selection of these lecturers | Quant - surveys. QUAL - interviews. Audio recordings | insights gained from the interviews address issues such as attitudes to EMI policy, experience with EMI teaching, student evaluations and support | ||||||||||
76 | Yeh, C.C. | 2014 | Journal Article | RELC Journal 2014, 45(3) 305-319 DOI:10.1177/0033688214555358 | English | Taiwan | HE | N.M. | Mandarin Chinese | N.M. | N.M. | Taiwanese university students | 476 students from 25 EMI courses at six universities in Taiwan, 50 EMI courses. | EMI, English Medium of Instruction | Student perceptions, motivations of EMI. Understand the impact of EMI on domestic students' learning. Investigate student learning in EMI courses, English improvement and disciplinary learning, osurces of difficulty, learning strategies used to tackle comprehension problems, general attitudes to EMI. | QUANT - survey in Chinese | Positive towards EMI. The instructor exerted an important influence on students' course selection, while seeking English improvement was the second highest-rated reason for enrolling in EMI courses. Students generally reported their learning in EMI courses as satisfactory, though some of them attributed their learning difficulties to their own insufficient English competence. 79% understood elctures delivered in English. Students experience largely positive . Favourable opinion of teacher's English ability. 60% believed EMI enhances the competitive edge of Taiwan. 53% believe EMI facilitates studnets' employability and further studies, 48% broadening horizons. | ||||||||||
77 | Ali N. L. | 2013 | Journal Article | Current Issues in Language Planning | English | Malaysia | HE | Bahasa | one university case study | 1 | EMI, English Medium of Instruction | how one university has responded to the push for the implementation of EMI | document analysis and interviews | policies interpreted in variety of ways by staff | |||||||||||||
78 | Amaechi, J.E. | 2013 | PhD thesis | Binghamton University State University of New York | English | Nigeria | Secondary | N.M. | Igbo | N.M. | N.M. | Junior Secondary School in Southeastern Nigeria. | 3 students from three schools | English-only medium | the study explored students' experiences, and perspectives, with English-only mediation. | a phenomenological method | students prefer a dual-language instruction (DLI) of English and Igbo, which they consider the most effective instructional design to access content. Mother Tongue, they claim, embodies their ethnic identity and helps them decode complex English concepts. They also recognize English as dominant in science, technology, and the global economy, and they see its role in their education as necessary. It shows a trend that participants from the respective schools believed they could balance their investment in English for future aspirations and their immediate need for lesson access through Igbo, their native language. | ||||||||||
79 | Asker A & Martin-Jones, M | 2013 | Journal Article | Language and Education | English | Libya | Secondary | N.M. | Arabic (Berber) | N.M. | N.M. | teachers and learners, in English classes in a secondary school in the north-west of Libya. | ? | English class | how teachers and students’ own accounts of their multilingual practices revealed different beliefs and ideologies about the ‘appropri- acy’ of different language choices with teachers and with members of their peer group. | ethnographic (i.e.g transcribing the author's classroom reflections, authour's journal entries) | We also describe the ways in which students moved in and out of Berber, English and Arabic, employing the contrast between these languages as a communicative resource and as a means of indexing wider cultural values. We demonstrate how they did this in whole-class teacher–student interactions and in student–student interactions, in situated negotiation of language learner identities, sometimes colluding with and sometimes contesting the teachers’ agenda. | ||||||||||
80 | Banegas, D. L. | 2013 | PhD thesis | BETA conference proceeding | English | Argentina | Secondary | N.M. | Spanish | N.M. | N.M. | a group of teachers and learners who adopted an indigenous language-driven CLIL programme | N.M. | CLIL, Content and Language Integrated Learning | to develop CLIL teaching materials, and implement intervention | audio-recorded teaching, surveys, group interviews with teachers and students | language-driven CLIL experiences need to create spaces for equal participation and autonomy in syllabus planning which includes lessons and materials. | ||||||||||
81 | Binterova, H; Kominkova O | 2013 | Journal Article | English | Cezch | elementary school | Czech Republic | no | no | elementary | 3 primary schools,254 pupils | CLIL, Content and Language Integrated Learning | The main purpose of the work is to present a successful implementation of CLIL method in Mathematics lessons in elementary schools. The research was focused on the shift in students´ knowledge of Mathematics during and after the project, their relationship to Mathematics and the English language when these interacting together,and the change in the class climate in relation to the new way of teaching | Intervention | The climate of learning Mathematics in English was perceived by pupils more positively. Main factors appreciated by pupils were the clarity of teaching and the enthusiastic approach of teachers.Pupils positively evaluated the clarity of teaching, teacher's ability to make learning interesting, and their enthusiasm | ||||||||||||
82 | Bozdogan, D., & Karlidag, B. | 2013 | Journal Article | Asian EFL Journal | English | Turkey | HE | State (Public) | Turkish | A proficiency exam assessing both productive and receptive skills | N.M. | State University. Students | N.M. | CLIL, Content and Language Integrated Learning | Explores the CLIL practice reflections by reporting the views of students | QUAL - semi-structured interviews. | ENG = great advantage but jargon difficult to understand. Course curricular simpler than in L1. Felt their skills regressed during PYP year. | ||||||||||
83 | Braga Riera, J; Maiz Arevalo, C | 2013 | Journal Article | Revista de Lenguas Para Fines Especificos | English | Spain | HE | N.M. | Spainish | N.M. | N.M. | Physics and Engineering lecturers | 8 lecturers (4 engineering lectures and 4 lecturers teaching Erasmus Mundus master s in Nuclear Fusion Science and Engineering Physics ) | CLIL, Content and Language Integrated Learning | The role of CLIL lecturers as translators. To prove how translation has a say in the quality and performance of lectures in the CLIL teaching context | MIXED. QUAL. - lectures recorded, transcribed & analysed. Language production (phasal analysis - Young (1994). QUANT. - 26 item questionnaire (lecturers' recognition of their role as translators). | When lecturers planned the translation there were fewer calques; translation is a common activity. Some sections of lecture had more calques; Most lecturers had no translation training & they frequently used resources (dictionaries and online); most translation happened from own notes because most published material already in English | ||||||||||
84 | Brown, Philip Shigeo | 2013 | Journal Article | Asian EFL Journal | English | Japan | HE - Vocational | The Jikei University School of Medicine - Private | Japanese | An in-house, TOEIC-style placement test focusing on listening, reading and grammar. | N.M. | First year medical university students | 13-15 students | CLIL, Content and Language Integrated Learning | Teaching Vocabulary Learning Strategies (VLS) in order to shed light on the medical English CLIL course design and implementation, and the potential benefits of integrating VLS instruction such as helping students tackle the challenges of learning medical English. | Intervention. Longitudinal (3 years) | Overall students thought the intervention was useful. | ||||||||||
85 | Chan JY | 2013 | Journal Article | Journal of Multilingual and Multicultural Development | English | Hong Kong | Secondary | Public | Cantonese | N.M. | N.M. | students in MOI-switching secondary school | obs+interivews: 127 (81: junior; 46 senior students) (7 English teachers; 6 subject teachers; 1 principal) open-ended questionnaire: (junior: 263; senior: 74) | EMI, English Medium of Instruction | To evaluate the impact of the fine-tuning MOI policy in a HK secondary school based on the views from students, teachers and principal. | 1) Interviews with English & subject teachers, students, principal; 2) Questionnaires: asking English difficulties (writing, reading, listening, speaking) in studying a subject; 3) | “the less capable students under the fine-tuning MOI policy might be at further disadvantage as compared to those previously in the CMI schools, who were perceived to lack the opportunity to receive bilingual education but might practically learn non-language subject knowledge better. | ||||||||||
86 | Choi, S. J. | 2013 | Journal Article | Studies in English Language & Literature | English | Korea | HE | Regional private university in Korea | Korean | Self-evaluation | N.M. | professors | 9 | EMI, English Medium of Instruction | examines the ways the national English-medium instruction (EMI) policy is experienced in college classrooms | QUAL - in-depth interviews | mixed feelings about their experiences of teaching English-medium classes. Positive: encourages participation. Negative: focus on improving Ss English. Ambivalent: frustration with the need to spend much time preparing, while thinking positively of EMI as an opportunity for career advancement. Challenging: EMI requires new teaching approaches and techniques distinct from those used in Korean lectures. Ss proficiency is a problem. | ||||||||||
87 | Corrigan, P. C. | 2013 | Journal Article | English | Hong Kong | Chinese | N.M. | N.M. | N.M. | N.M. | EMI/ CLIL | The author describes and discusses an in-service programme for post-secondary teachers which was funded through the Education Bureau in Hong Kong. | N.M. | In-service, teacher education programme was one step towards addressing a need in Hong Kong’s post-secondary sector for education for teachers in integrating content and language. | |||||||||||||
88 | Costa, Francesca. Coleman, James A. | 2013 | Journal Article | International Journal of Bilingual Education & Bilingualism | English | Italy | HE | Both private and public included | Italian | N.M. | N.M. | Italian universities | 50% of Italian universities | ETP, English Taught Programme | To find out organisational factors (including the number of ETPs, reasons for adoption and difficulties in implementation) and pedagogical factors (including recruitment and teachers’ competencies) of ETPs in Italian higher education. | QUANT - survey | Heterogeneous picture: ETPs expanding but still not universal. Analysis is according to university type (public/private) and location, as divisions between wealthy, industrialised North the Centre and the less developed South are reflected in the profile and status of universities in each geographical zone. All institutions focus more on content than language. | ||||||||||
89 | Cots, J.M. | 2013 | Book Chapter | Book: English-medium instruction at universities: global challenges | English | Spain | HE | University of Lleida | Spanish | N.M. | N.M. | 2 teachers collaborating | 1 teacher each? | EMI, English Medium of Instruction | Studying Language policy, practice and attitudes. | QUANT. A national questionnaire survey | Practice: wants to promote EMI but does not provide support. From the interaction between teacher and language teacher there are tensions. | ||||||||||
90 | Coyle, D | 2013 | Journal Article | International Journal of Bilingual Education and Bilingualism | English | Europe (i.e. two countries) | Secondary | public | French, German and Spanish | N.M. | N.M. | Content and Language Integrated Learning (CLIL) classrooms | 11 secondary school; 32 teachers, 670 pupils (12-14 year olds), across two countries | CLIL, Content and Language Integrated Learning | how do learners perceive ‘successful learning’ in CLIL? (1) What motivates learners in CLIL classrooms? (2) What do learners perceive as the contributors to successful CLIL? (3) What evidence is provided by learners of ‘successful learning’? | MIXED. A pre- and post-study questionnaire on students' f motivation; ‘respectful discussions’; Video edits of examples of ‘learning moments’. One year longtudinal study. | whilst discussing successful CLIL generates useful data to trigger further research by learners and teachers, classroom evidence selected by the learners is less aligned. This study suggests that these data could not only be used to support learners’ under- standing of ‘successful learning’ more deeply but also to create their own class- based research agendas and to be part of changing classroom practice. | ||||||||||
91 | Czura, A. & Papaja, K. | 2013 | Journal Article | International Journal of Bilingual Education and Bilingualism, | English | Poland | Secondary | N.M. | Polish | N.M. | N.M. | upper and lower secondary | upper secondary schools, 34 schools took part in the research (12 schools with English, 9 with German, 7 with French and 6 with Spanish as languages of instruction) lower secondary schools: 13 schools offering English, 5 German, 7 French and 1 Spanish in CLIL class units. | CLIL, Content and Language Integrated Learning | to provide a comprehensive overview of practices and help to identify operational features of the CLIL classrooms (with English, German, Spanish and French) | The data collected on the basis of classroom observations and interviews with CLIL teachers and students revealed a number of regularities recurring in the schools that were studied | formulate four curricular models of CLIL education at secondary level. The models depend on the proportions of L2 use, the perceived focal point of the teaching/learning process and the educational level at which CLIL is introduced. The adoption of a particular model entails different instructional choices, teaching practices and learning objectives in terms of both content and language learning. | ||||||||||
92 | Dafouz, E., & Hibler, A | 2013 | Journal article | English | Spain | primary school | Spanish | N.M. | N.M. | Madrid's bilingual/Content and Language Integrated Learning (CLIL) primary schools | 15 main teacher and 15 language assistants | bilingual/Content and Language Integrated Learning (CLIL) | This study analyses team teaching situations and provides a description of the discursive practices enacted. | Descriptive (no data collection methods mentioned in the abstract) | The data suggest qualitative differences in the type of discourse produced by both sets of participants while interpretations are offered in the light of native and nonnative speaker status, novice and expert teacher profiles, and possible intercultural differences. | ||||||||||||
93 | Denman et al | 2013 | Journal Article | International Journal of Bilingual Education & Bilingualism | English | Netherlands | Secondary | N.M. | Dutch | N.M. | N.M. | junior vocational students in the lower streams of secondary education in the Netherlands | five bilingual junior secondary vocational schools, 7 CLIL coordinators and managers, 11 English teachers, 14 subject teachers, and 22 students (pilot survey);66 students from five schools and 19 teachers from nine schools (final survey) | CLIL, Content and Language Integrated Learning | examines the implementation of bilingual education programs at school and task level; describes the perceptions and motivation of junior vocational students and their teachers with respect to the organization and practice of vocational CLIL. | CLIL coordinators of the five schools (one for each school) completed a short factual online survey; teachers, students, coordinators, and management at the five participat- ing schools were interviewed; informal classroom observations ; interview results and observations from the five schools were used to create two online surveys: one for teachers working in junior vocational bilingual education and one for students. | many advantages for bilingual junior secondary vocational education, such as the preparation of students for their future careers and cross-cultural communication with other English language users. Example: Creating a strong teacher team and working together on content and language integrated cross-curricular projects may have a substantial impact on the success of teaching and learning. | ||||||||||
94 | Doiz, A., Lasagabaster, D., & Sierra, J. M. | 2013 | Journal Article | Studies in Higher Education | English | Spain | HE | Public | Spanish | N.M. | N.M. | Different members of the community | 6 international students, 4 local students 10 academics, 6 admin staff and 1 vice rector | EMI, English-Medium Instruction | How the university community deals with the main issues surrounding the university’s multilingual policy and practices | QUAL - discussion groups | Different members of community have different concerns. | ||||||||||
95 | Escobar Urmeneta, C | 2013 | Journal Article | International Journal of Bilingual Education and Bilingualism, 16 (3), 334-353.DOI: 10.1080/13670050.2013.777389 | English | Barcelona | Secondary | N.M. | Catalan and Spanish | N.M. | N.M. | pre-service CLIL teacher in a Masters programme | 1 pre-service CLIL teacher | CLIL, Content and Language Integrated Learning | to determine the usefulness and validity of a model of a pre-service CLIL teacher education programme | QUAL. An ethnographic study explores fragments of videotaped CLIL science lessons in English/L3 and other multimodal data (student-teacher's journal, academic reports and instructor's field notes) collected | Analysing her own practice allowed the student-teacehr to modify her own classroom practice as a CLIL teacher. The analysis shows how CLIL teacehrs may benefot from procedures, tools and constructs develope din hte field of Applied Linguistics; basic transcription of selected extracts, familiarity with central concepts related to SLA. | ||||||||||
96 | Favilli, F., Maffei, L., & Peroni, R. | 2013 | review article | N/A | English | Italy | Secondary | N.M. | Italian | N.M. | N.M. | upper secondary | 300 maths teachers | CLIL, Content and Language Integrated Learning | focuses on the training of mathematics CLIL teachers. Then, we try to identify the areas of competence that are necessary for CLIL teachers in general and mathematics CLIL teachers in particular. | QUANT. A 24 item questionnaire | Our analysis is supported by the outcomes from a questionnaire. In the analysis, we make mainly use of the text linguistic perspective. | ||||||||||
97 | Fuentes, M.A. | 2013 | Journal Article | Revista de Lenguas Para Fines Especificos | English | Barcelona | Secondary | N.M. | Spanish | N.M. | N.M. | Science English CLIL classroom | the video-recorded lesson transcripts of a team of five students in their first year of secondary education from a state school set in a working class neighborhood on the outskirts of Barcelona. | CLIL, Content and Language Integrated Learning | this paper aims to observe the different talk types that occur in an instance of peer interaction in Science through English CLIL classroom and attempts at providing a categorization of the students talk and analyzing their function. | Using the framework described by Mercer (2004) and later developed by Pierce & Gilles (2008) and Moate (2011), this study analyzes what the impact of different content-focused and non-content-focused talk types in the construction of knowledge is, together with their influence on the flow of the task through content analysis with the support of conversation and multimodal analysis. | Results point out that conversation segments covering content are relevant but, simultaneously, episodes with an interpersonal use of language are also exploited for a wide range of purposes. | ||||||||||
98 | Gallardo Del Puerto, F., & GOMEZ LACABEX, E. | 2013 | Journal Article | Journal of English Studies | English | Basque | Secondary | N.M. | Basque | yes | N.M. | CLIL group and Non-CLIL group | 28 Basque-Spanish bilingual children attending secondary school in 3rd and 4th grades with a mean age: 14.6; oth groups were made up of 10 students in their 6th year of English learning (3rd graders) and 4 subjects in their 7th year of English instruction (4th graders). | CLIL, Content and Language Integrated Learning | aims at testing the effectiveness of additional CLIL (Content and Language Integrated Learning) exposure on the oral production of secondary school learners of English as a Foreign Language. | CLIL learners, who had received a 30% increase in exposure by means of using English as a vehicular language, were compared to mainstream English students in a story-telling task. (pronunciation, use of vocabulary, grammatical correctness, fluency and content development in a 1 to 10 scale) | Analyses indicated that CLIL learners’ productions were holistically perceived to exhibit better fluency, lexis and grammar while no differences were found as regards content and pronunciation. CLIL learners produced denser and more fluent narrations, as attested by their higher number of different words over total number of words, of words over turn, and of utterances over turn. Additionally, CLIL learners resorted to their first language to a lesser extent and demanded fewer vocabulary clarifications. | ||||||||||
99 | Gebauer, S. K., Zaunbauer, A. C. M., & Moeller, J | 2013 | Journal Article | English & German | Germany | primary school | N.M. | German | N.M. | N.M. | English immersion primary school students in Germany | 220 students | English partial immersion programs | investigated cross-language transfer between first-language (L1) and second-language (L2) reading fluency and reading comprehension in a group of 220 German elementary school students who were enrolled in English partial immersion programs. | RBV (tests on students' L1 and L2 comprehension) | These findings are in line with previous results showing reciprocal transfer effects between L1 and L2 reading comprehension and reading fluency. In addition, the overall dominance of paths from L2 to L1 over paths from L1 to L2 suggests immersion-specific relations that may be attributable to the plentiful opportunities for academic reading in the L2 at school | |||||||||||
100 | Goris, J. Denessen, E, & Verhoven | 2013 | Journal Article | Written Language and Literacy | English | Netherlands, Germany, Italy | Secondary | Dutch, German, Italian | yes | students secondary | 2 classes each country N=263 | CLIL, Content and Language Integrated Learning | the effects of CLIL on EFL | tests | CLIL classes better EFL at start and then did better than non CLIL; problem recognised |