66 research outputs found
Learning beyond the classroom: studentsâ attitudes towards the integration of CLIL and museum-based pedagogies
In the last two decades, several studies have reported on the benefits of Content and Language Integrated Learning (CLIL) on studentsâ affective and cognitive gains. These studies, however, have mainly concentrated on the implementation of CLIL within the formal (school) context, with very little research on its impact in non-formal (out-of-school) contexts. Thus, the present article addresses this gap by describing an action research project aimed at understanding secondary school studentsâ attitudes towards the integration of CLIL and museum-based pedagogies. The project involved 284 students (14â16 years old) in northern Italy, who participated in a CLIL museum visit on Animal Classification through English at the Natural History Museum in Venice. A mixed-method research design was implemented and data was collected through studentsâ questionnaires and focus groups. Results reveal that students showed very positive attitudes towards taking part in a CLIL museum visit based on the interaction among the following dimensions: engagement with museum objects, use of English beyond the classroom, methodology and studentsâ interests, self-concept and career plans
Motivation for or from bilingual education? A comparative study of learner views in the Netherlands
Teaching and Teacher Learning (ICLON
The naphthylamidase reaction as a diagnostic tool for the demonstration of cellular injury and autophagy
The importance of economic injury levels in the development of integrated pest control programs
Exploring teacher support for a content and language integrated modern languages curriculum
Myocardial Protection During Aortic Valve Replacement. Cardiac Metabolism and Enzyme Release Following Hypothermic Cardioplegia
Language alternation and language norm in vocational content and language integrated learning
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