Content and Language Integrated Learning in Swedish Primary School – Investigating the Effectiveness of the Approach

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Content and Language Integrated Learning in Swedish Primary School – Investigating the Effectiveness of the Approach

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Publication Student essay 15hp
Title Content and Language Integrated Learning in Swedish Primary School – Investigating the Effectiveness of the Approach
Author Brandin, Evelina ; Ekstrand, Tove
Date 2017
English abstract
Content and Language Integrated Learning (CLIL) is a dual focused pedagogical practice in which a language other than the students’ first language is taught through content. CLIL has grown to become a popular pedagogic approach within education systems across the world. However, research conducted in Swedish primary schools is extremely limited. Therefore, the aim of this study is to provide an insight into what factors are of relevance for the practice to be successful, as well as whether an implementation of the approach in the Swedish educational system would be beneficial. The study presents an overview regarding previous research and relevant theoretical perspectives. Semi-structured interviews with five primary school teachers in the south of Sweden were conducted for this study. The results reveal numerous beneficial factors, such as the students’ language skills and knowledge skills developing simultaneously in meaningful contexts. An additional beneficial factor expressed by all the interviewed teachers is the development of the students’ interculturality, which is stated as a key skill to develop through English as a Foreign Language (EFL) teaching by the Swedish National Board of Education (Skolverket). However, the conclusion demonstrates that the major challenges are the lack of a set framework and adapted materials available in Sweden for the pedagogical practice.
Publisher Malmö högskola/Lärande och samhälle
Pages 51
Language eng (iso)
Subject CLIL
Content and Language Integrated Learning
FL
Language development
Content knowledge development
EFL
FLL
Handle http://hdl.handle.net/2043/22551 Permalink to this page
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