Student perception of CLIL: the case of Andalucía

This study aims to make a large-scale evaluation of the student perception of CLIL in Andalucía. To this purpose, 58 CLIL schools (29 primary and 29 secondary schools) were selected by stratified random sampling, controlling for socioeconomic status and geographical distribution in the region of And...

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Detalles Bibliográficos
Autor: Granados, Adrián
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/172974
Acceso en línea:https://hdl.handle.net/11441/172974
https://doi.org/10.12795/elia.2023.i23.06
Access Level:acceso abierto
Palabra clave:student perception
CLIL
Andalucía
L2 use
CLIL methodology
percepción del alumnado
AICLE
uso de la L2
metodología AICLE
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spelling Student perception of CLIL: the case of AndalucíaLa percepción del alumnado sobre AICLE: El caso de AndalucñiaGranados, Adriánstudent perceptionCLILAndalucíaL2 useCLIL methodologypercepción del alumnadoAICLEuso de la L2metodología AICLEThis study aims to make a large-scale evaluation of the student perception of CLIL in Andalucía. To this purpose, 58 CLIL schools (29 primary and 29 secondary schools) were selected by stratified random sampling, controlling for socioeconomic status and geographical distribution in the region of Andalucía. All of them were English CLIL schools. The students in the final year of each school (N= 2104) were surveyed.The survey, which was in Spanish, consisted of close-ended questions addressing CLIL methodology, L2 use, and extracurricular school activities. Questions covered how often students did certain activities in class, which were their favourite ones, how often and for which purpose they used the L2 during content classes, what extracurricular activities were offered in their schools and whether they thought that learning through an L2 was affecting their content acquisition. Results show that, even if CLIL students have an overall positive attitude towards the programme, their preferred activities do not match the ones most frequently used in class. They also manifest that there is an imbalance between written and oral L2 use, oral communication playing a secondary role. Furthermore, differences between primary and secondary students’ perception are observed.Este estudio pretende realizar una evaluación a gran escala de la percepción del alumnado sobre AICLE en Andalucía. Para ello, se seleccionaron 58 centros bilingües con inglés como L2 (29 de primaria y 29 de secundaria) mediante muestreo aleatorio estratificado, considerando el nivel socioeconómico y la distribución geográfica. Se encuestó al alumnado de último curso de cada centro (N= 2014).La encuesta estaba en español y consistía en preguntas cerradas sobre la metodología AICLE, el uso de la L2 y las actividades extracurriculares. Se preguntó al alumnado sobre la frecuencia con que realizaban determinadas actividades en clase, cuáles eran sus favoritas, con qué frecuencia y finalidad utilizaban la L2 durante las clases de contenido, qué actividades complementarias ofrecía el centro y si pensaban que el aprendizaje en una L2 afectaba a su adquisición de contenidos. Los resultados muestran que, aunque el alumnado AICLE tiene una actitud mayoritariamente positiva hacia el programa, sus actividades preferidas no coinciden con las más utilizadas en clase. También que existe un desequilibrio entre el uso de la L2 escrita y la oral, con la comunicación oral desempeñando un papel secundario. Además, se observan diferencias entre la percepción de los alumnos de primaria y de secundaria.Universidad de Sevilla, UNED2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/172974https://doi.org/10.12795/elia.2023.i23.06reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésELIA: Estudios de Lingüística Inglesa Aplicada, 23, 189-215.https://revistas.uned.es/index.php/ELIA/article/view/39238/28481info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1729742026-06-17T12:51:07Z
dc.title.none.fl_str_mv Student perception of CLIL: the case of Andalucía
La percepción del alumnado sobre AICLE: El caso de Andalucñia
title Student perception of CLIL: the case of Andalucía
spellingShingle Student perception of CLIL: the case of Andalucía
Granados, Adrián
student perception
CLIL
Andalucía
L2 use
CLIL methodology
percepción del alumnado
AICLE
uso de la L2
metodología AICLE
title_short Student perception of CLIL: the case of Andalucía
title_full Student perception of CLIL: the case of Andalucía
title_fullStr Student perception of CLIL: the case of Andalucía
title_full_unstemmed Student perception of CLIL: the case of Andalucía
title_sort Student perception of CLIL: the case of Andalucía
dc.creator.none.fl_str_mv Granados, Adrián
author Granados, Adrián
author_facet Granados, Adrián
author_role author
dc.subject.none.fl_str_mv student perception
CLIL
Andalucía
L2 use
CLIL methodology
percepción del alumnado
AICLE
uso de la L2
metodología AICLE
topic student perception
CLIL
Andalucía
L2 use
CLIL methodology
percepción del alumnado
AICLE
uso de la L2
metodología AICLE
description This study aims to make a large-scale evaluation of the student perception of CLIL in Andalucía. To this purpose, 58 CLIL schools (29 primary and 29 secondary schools) were selected by stratified random sampling, controlling for socioeconomic status and geographical distribution in the region of Andalucía. All of them were English CLIL schools. The students in the final year of each school (N= 2104) were surveyed.The survey, which was in Spanish, consisted of close-ended questions addressing CLIL methodology, L2 use, and extracurricular school activities. Questions covered how often students did certain activities in class, which were their favourite ones, how often and for which purpose they used the L2 during content classes, what extracurricular activities were offered in their schools and whether they thought that learning through an L2 was affecting their content acquisition. Results show that, even if CLIL students have an overall positive attitude towards the programme, their preferred activities do not match the ones most frequently used in class. They also manifest that there is an imbalance between written and oral L2 use, oral communication playing a secondary role. Furthermore, differences between primary and secondary students’ perception are observed.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/172974
https://doi.org/10.12795/elia.2023.i23.06
url https://hdl.handle.net/11441/172974
https://doi.org/10.12795/elia.2023.i23.06
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv ELIA: Estudios de Lingüística Inglesa Aplicada, 23, 189-215.
https://revistas.uned.es/index.php/ELIA/article/view/39238/28481
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidad de Sevilla, UNED
publisher.none.fl_str_mv Universidad de Sevilla, UNED
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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