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Academic English in CLIL-programs: Classroom practices that promote or hinder proficiency inacademic English vocabulary
Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
2017 (engelsk)Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
Abstract [en]

English CLIL-instruction in Sweden is supposed to be beneficial to students who want to

improve their academic English vocabulary proficiency in preparation for studies or

employment abroad. However, recent research shows that there is no difference in academic

English proficiency between students in upper secondary school CLIL-programs and students

in regular upper secondary schools in Sweden. Furthermore, educational researchers question

if CLIL-programs in Sweden qualify to be defined as CLIL-instruction since Swedish

translanguaging is extensively used which does not make the programs 100% Englishmedium

instruction. Through teacher observations and questionnaires, this study investigates

the classroom practices at a CLIL-program in Sweden in addition to ask the CLIL-teachers

about

their teaching strategies in regards to promoting students’ acquisition, development, and

use of academic English. The findings include that the classroom practices are in accordance

with practices considered beneficial to students’ proficiency in academi

c English by

numerous previous studies. In addition, all the teachers questioned in this study purposely

work to support and develop students’ academic language proficiency in their respective

subject areas and across the curriculum. The study also found four possible factors that

perhaps can undermine the acquisition, development and use of academic English vocabulary

and those include the following: First, the teachers believe that the students are already

sufficiently fluent in academic English, and thus concentrate more on content than on

language in their instruction. Secondly, extensive translanguaging in the classroom is

common in addition to the students’ habit of speaking Swedish to each other in stude

nt-tostudent

communication. Thirdly, the students do not receive the corresponding level of

education in their native language of Swedish as they do in English, which can have

detrimental effects on their abilities to develop their English past their Swedish language

abilities. Finally, classroom practices that are not inclusive of all students can work to

undermine the acquisition and use of academic English vocabulary.

sted, utgiver, år, opplag, sider
2017.
Emneord [en]
CLIL-program, Academic English, English Language Learners, Translanguaging, Teaching Practices, Cognitive theory, Scaffolding, Literacy engagement.
HSV kategori
Identifikatorer
URN: urn:nbn:se:du-27458OAI: oai:DiVA.org:du-27458DiVA, id: diva2:1196321
Tilgjengelig fra: 2018-04-09 Laget: 2018-04-09

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