[feed] pefprints@pef.uni-lj.si | [feed] Atom [feed] RSS 1.0 [feed] RSS 2.0 |
  Logo Login | Create Account

Content and Language Integrated Learning – attitudes of primary school teachers and year 2, 3 and 4 primary school students

Anja Klemenčič (2015) Content and Language Integrated Learning – attitudes of primary school teachers and year 2, 3 and 4 primary school students. Diploma work.

[img] PDF
Download (1892Kb)


    In this modern time, knowledge of languages is very desirable and necessary. Every person is expected to know at least one foreign language. A lot of researches think that this kind of learning is the best at young age. That is why knowledge acquired at this age is better, because children’s brains are the most sensitive when it comes to this kind of learning. A child with strengthened synapses in the area of language will later be able to learn vocabulary and grammar in an easier way. The most suitable method for initial learning of the 2 foreign language should be the one that is similar to the natural acquisition of the first language. We can achieve this with the method of Content and Language Integrated Learning (CLIL). We focused on this method in our thesis. We presented general characteristics of such lessons. We were wondering how the Slovenian teachers and students, who participated in classes according to the CLIL method, perceive this way of learning. Therefore, in the empirical part we analysed two questionnaires, which were filled in by the pupils and the teachers. We found that most teachers are familiar with and accept this method of teaching foreign languages in Slovenia. The pupils, who have participated in such classes, accept this way of learning and are mostly satisfied with it. They do not have negative opinion on the impact of foreign language learning on their first language but the teachers are quite undecided about that. There was no correlation between teachers and pupils of the same school. Pupils think that they would learn more if the lessons were always taught in the Slovenian language. Teachers of the same school mostly think that the quality of content knowledge is not inferior because of teaching in the foreign language. Teachers enable understanding of content with the use of non-verbal visualization (body language, gestures, pictures, concrete materials …)

    Item Type: Thesis (Diploma work)
    Keywords: Content and Language Integrated Learning (CLIL), foreign language, first, language, primary school, models of CLIL, integration of content and language, pupils, teachers
    Number of Pages: 110
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Karmen PižornMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10788425)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 3213
    Date Deposited: 09 Nov 2015 16:47
    Last Modified: 09 Nov 2015 16:47
    URI: http://pefprints.pef.uni-lj.si/id/eprint/3213

    Actions (login required)

    View Item