TY - JOUR
T1 - CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools
AU - Bauer-Marschallinger, Silvia
AU - Dalton-Puffer, Christiane
AU - Heaney, Helen
AU - Katzinger, Lena
AU - Smit, Ute
N1 - Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - CLIL
KW - cooperative learning
KW - diversity
KW - language scaffolding
KW - pedagogical practices
KW - reported experience
KW - student-centred pedagogy
KW - use of L1
UR - http://www.scopus.com/inward/record.url?scp=85119454573&partnerID=8YFLogxK
U2 - 10.1080/13670050.2021.1996533
DO - 10.1080/13670050.2021.1996533
M3 - Article
SN - 1367-0050
VL - 26
SP - 1050
EP - 1065
JO - International Journal of Bilingual Education and Bilingualism
JF - International Journal of Bilingual Education and Bilingualism
IS - 9
ER -