CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools

Silvia Bauer-Marschallinger (Korresp. Autor*in), Christiane Dalton-Puffer, Helen Heaney, Lena Katzinger, Ute Smit

Veröffentlichungen: Beitrag in FachzeitschriftArtikelPeer Reviewed

Abstract

Apart from linguistic diversity and multilingualism, empirical research into diversity is only in its beginnings in the Austrian educational context. CLIL research, on the other hand, is well-established but has not tended to focus on pedagogical practices. This study explores teachers’ and students’ self-reported experiences in Austrian CLIL classrooms with regard to the phenomenon of diversity and the pedagogical practices addressing it. This mixed-methods study used the research instruments (questionnaires, interview guides) developed in the ADiBE project. Three Viennese secondary schools with two classes each participated in the study. In total, 132 students answered the questionnaires. Six focus group interviews with 6–8 participants were conducted (one for each participating class). Teacher questionnaires were distributed in but also beyond the participating schools (N = 30), and eight teachers from the participating schools were interviewed. With regard to the phenomenon of diversity as such, our results suggest a system-inherent ambivalence between segregation and egalitarianism. Concerning pedagogical practices during CLIL lessons, such as language scaffolding, learner-centred design or use of German, the responses of students and teachers show that different aspects of classroom reality carry different weight with the two groups of participants.
OriginalspracheEnglisch
Seiten (von - bis)1050-1065
Seitenumfang16
FachzeitschriftInternational Journal of Bilingual Education and Bilingualism
Jahrgang26
Ausgabenummer9
Frühes Online-Datum15 Nov. 2021
DOIs
PublikationsstatusVeröffentlicht - 2023

ÖFOS 2012

  • 602008 Anglistik

Fingerprint

Untersuchen Sie die Forschungsthemen von „CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools“. Zusammen bilden sie einen einzigartigen Fingerprint.

Zitationsweisen