Effects of Content and Language Integrated Learning at Primary School Level: A Multi-Level Meta-Analysis

Educational Research Review, Journal Year: 2025, Volume and Issue: 47, P. 100666 - 100666

Published: Feb. 3, 2025

Language: Английский

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Technology-enhanced content and language integrated learning: A systematic review of empirical studies

Educational Research Review, Journal Year: 2025, Volume and Issue: unknown, P. 100677 - 100677

Published: Feb. 1, 2025

Language: Английский

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Application and Challenges of CLIL in English Language Oral Teaching in a Bilingual Fashion Design Course

Environment-Behaviour Proceedings Journal, Journal Year: 2025, Volume and Issue: 10(31), P. 97 - 103

Published: Jan. 30, 2025

The study explores the application of CLIL in English language oral teaching within a bilingual fashion design course China. This will explore challenges applying as perceived by one teacher and six students provided semi-structured interviews. It highlights skills, vocabulary development, professional knowledge. Findings suggest that simplifying grammar, emphasizing vocabulary, providing sentence patterns can aid student communication. Among pedagogical implications are integration courses, increased training CLIL, improved institutional support. Long-term studies needed to evaluate CLIL’s sustained impact application.

Language: Английский

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Tourism Chinese Teaching in Bali: Challenges and Pedagogical Insights

Deleted Journal, Journal Year: 2025, Volume and Issue: 2(3), P. 13 - 29

Published: May 1, 2025

After the epidemic, there has been an increase in number of Chinese tourists travelling abroad. Consequently, language become more important to tourism practitioners and teachers different countries. This paper discusses problems challenges Tourism teaching Bali by analyzing several real cases instruction region, gives suggestions for improvement. The study focuses on training programs designed vocational trainees officers who interact directly with tourists. Using a qualitative classroom-based observation method reflective documentation, identifies key such as learners' low motivation due limited exposure native speakers, varied proficiency levels, lack contextualized materials. To overcome these obstacles, implemented adaptive pedagogical approaches, including simplification lessons, incorporation daily dialogues, interactive methods role-playing, Q&A sessions, Total Physical Response (TPR), work-simulation activities. Particularly highly motivated trainees, substitution drills targeted vocabulary were used accelerate learning outcomes. findings highlight that effective requires learner-centered, context-aware approach reflects specific linguistic needs professionals. research offers practical insights educators, curriculum designers, policymakers multilingual destinations. It also underscores importance innovation ongoing teacher reflection align real-world communicative demands post-pandemic era.

Language: Английский

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Content and language integrated learning in Kazakhstan

Journal of Immersion and Content-Based Language Education, Journal Year: 2024, Volume and Issue: unknown

Published: June 11, 2024

This study is a scoping review of research conducted on Content and Language Integrated Learning (CLIL) in Kazakhstan. A total 26 studies were selected, including journal articles master’s theses. The selected thematically analyzed to identify key aspects shared aspects. Three main organized areas for CLIL emerged from the reviewed studies: (1) Dominant perceptions beliefs about CLIL, (2) Positive outcomes challenges (3) pedagogy methodology. majority primarily focused students’ English language skills, investigated affective cognitive experience addressed challenges, practices, concerns related CLIL. These themes capture current landscape Kazakhstan contribute more holistic understanding CLIL’s impact acquisition educational thereby informing approaches education Kazakhstan’s trilingual system.

Language: Английский

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Employment Skills Revisited: A Qualitative Exploration of Multi-Stakeholder Perspective in China’s “3+1” Higher Education Context

Rupkatha Journal on Interdisciplinary Studies in Humanities, Journal Year: 2024, Volume and Issue: 16(2)

Published: June 7, 2024

The issue of employment for university students is receiving significant attention in China, leading to educational reforms aimed at enhancing students’ skills and prospects. One such initiative the “3+1” higher education programs, characterized by work-based learning. However, effectiveness this falls short expectations due insufficient understanding up-to-date required industry. As such, qualitative study explored stakeholders’ perceptions regarding needed enrolled programs. Key challenges strategies associated with developing ‘ were identified through interviews students, teachers, curriculum planners, industry leaders, human resource professionals. Findings revealed a consensus among stakeholders on importance holistic skill set, acquiring practical experience, increasing adaptability resilience, embracing lifelong learning, improving communication skills. Challenges included mismatches between academic learning demands, limited exposure, soft deficiency, inadequate assessment, university-industry cooperation, low motivation, which corresponding proposed. This provides valuable insights into employability graduates, emphasizing comprehensive aligned needs.

Language: Английский

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Emerging From Content and Language Integrated Learning and English-Medium Instruction, is CLIL-ised EMI the Next Trend of Education?

Higher Learning Research Communications, Journal Year: 2023, Volume and Issue: 13(2)

Published: July 19, 2023

Objectives: The text aims to present a comparison of Content and Language Integrated Learning (CLIL) English-Medium Instruction (EMI), followed by discussion CLIL-ised EMI, new educational phenomenon, regarding its feasibility in content-based bilingual programmes. Method: ideas presented this paper are principally drawn from previous research literature about CLIL as well my personal experience with education Results: Although EMI differ nature, supplements traditional which has single objective content learning, special attention students’ needs, particularly their linguistic needs. It may pose challenges teachers, especially relation language-teaching activities. Conclusions: shows considerable can overcome the faced students Implication for Practice: teachers advised be attentive demands engage professional collaboration language specialists design provide well-planned learning Standardisation quality control programmes also necessary at an institutional level.

Language: Английский

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The Impact of Content and Language Integrated Learning on Motivation and Anxiety Levels of Chinese Primary School Students

International Journal of Academic Research in Progressive Education and Development, Journal Year: 2024, Volume and Issue: 13(2)

Published: May 11, 2024

This quantitative study investigates the effects of Content and Language Integrated Learning (CLIL) on motivation anxiety levels primary school students. A quasi-experimental design with pretest posttest measurements was employed, an experimental group receiving CLIL instruction a control traditional instruction. Questionnaires were administered to assess changes in levels. Results indicate significant improvements among group, particularly motivational intensity desire learn English. However, attitudes towards learning English remained unchanged. Additionally, experienced reductions anxiety, specifically communication apprehension fear negative evaluation, while test showed no change. Importantly, these not observed highlighting unique impact student affective variables. These findings underscore potential enhance alleviate students, emphasizing importance innovative instructional approaches fostering positive language experiences.

Language: Английский

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Localisation of content and language integrated learning in China: tensions in teacher professional development

Journal of Multilingual and Multicultural Development, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 17

Published: July 18, 2024

Language: Английский

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Research in Progress: CLIL Teachers’ Identity Construction and Negotiation

The New Educational Review, Journal Year: 2023, Volume and Issue: 72(2), P. 244 - 252

Published: Jan. 1, 2023

This brief report presents preliminary findings of a qualitative investigation into five Content and Language Integrated Learning (CLIL) academics’ professional attributes identities in China. The revealed that the participants possessed diverse types capital essential to CLIL, including human, social, psychological, cultural, identity, agentic capital, though with mixed controls. temporality personal experiences social networks surrounding were deemed influential shaping negotiating their identities. study concluded implications for institutional administrators leaders, who should consider teachers’ development needs, especially learning, psychological create an academically supportive, emotionally engaging socially collaborative organisational climate.

Language: Английский

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