An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)

By R. de Graaff, Gerrit Jan Koopman, Yu. A. Anikina, G. Westhoff. 2007

228 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7014657efb4e0e927269f5c833a4c181ee9f896e

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In Developmental and Educational Psychology

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Citations in the corpus

Are teachers ready for CLIL? Evidence from a European study (2016, background): “Thus, we must undertake much-needed stocktaking, as practitioners themselves are asking for results to help defuse fears (de Graaff et al. 2007) and reinforce the connection between the academic world and classroom praxis (Infante, Benvenuto, and Lastrucci 2009).”
CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences (2016, result): “Our students’ positive perceptions of foreign language improvement in their CLIL classes are in line with other studies in the BAC and throughout Europe on both students’ perceptions and actual gains (DaltonPuffer, 2011; de Graaff et al., 2007; Doiz et al., 2014).”
CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe (2013, background): “Thus, in countries without any specific training for CLIL teachers, the general view might be that teaching content through another language is simply doing it in another language, when the truth is that there is a range of other key factors to take into account (De Graaff et al. 2007).”
The comprehending teacher: scaffolding in content and language integrated learning (CLIL) (2020, background): “Researchers have found that vocabulary teaching can be implicit in CLIL contexts because CLIL teachers are often not language teachers (Dalton-Puffer 2007; De Graaff et al. 2007).”
Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain (2019, background): “…in North America (Cenoz 2013, 2015; Lasagabaster and Sierra 2010; Pérez-Cañado 2012; Ruiz de Zarobe 2008; Ruiz de Zarobe and Cenoz 2015), and pedagogy, teacher training and effective teaching performance (de Graaff et al. 2007; Escobar Urmeneta 2013; Llinares 2015; Pavón Vázquez and Rubio 2010).”