Students’ View on CLIL: Perceived Benefits and Limitations

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DC Field	Value
dc.identifier	ECF_article_5922
dc.title	Students’ View on CLIL: Perceived Benefits and Limitations
dc.contributor.author	Zanoni Francesca
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.type	Research Article
dc.language.iso	en
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/riviste/elle/2021/2/students-view-on-clil-perceived-benefits-and-limit/
dc.description.abstract	In the last few years, Content and Language Integrated Learning (CLIL) has been extensively implemented in the Italian school system and particularly in the Autonomous Province of Trento. This article aims to analyse students’ perception of the quality of their CLIL experience since they are the final recipients of CLIL. Results suggest that students acknowledge the positive impact of CLIL on their L2 proficiency (English). However, the success of CLIL seems to be strongly dependent on the CLIL teacher’s linguistic competence in the L2 and on the CLIL curriculum design, which should avoid oversimplification of the subject matter taught by means of the L2.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 10 \| Issue 2 \| July 2021
dc.issued	2021-07-23
dc.dateAccepted	2021-06-08
dc.dateSubmitted	2020-06-21
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/ELLE/2280-6792/2021/02/005
dc.peer-review	yes
dc.subject	CLIL
dc.subject	CLIL
dc.subject	Interest
dc.subject	Interest
dc.subject	Linguistic competence
dc.subject	Linguistic competence
dc.subject	Simplification
dc.subject	Simplification
dc.subject	Trilingualism
dc.subject	Trilingualism

Research Article
open access peer reviewed

Francesca Zanoni Università degli Studi di Trento, Italia

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abstract

In the last few years, Content and Language Integrated Learning (CLIL) has been extensively implemented in the Italian school system and particularly in the Autonomous Province of Trento. This article aims to analyse students’ perception of the quality of their CLIL experience since they are the final recipients of CLIL. Results suggest that students acknowledge the positive impact of CLIL on their L2 proficiency (English). However, the success of CLIL seems to be strongly dependent on the CLIL teacher’s linguistic competence in the L2 and on the CLIL curriculum design, which should avoid oversimplification of the subject matter taught by means of the L2.

Published

July 23, 2021

Accepted

June 8, 2021

Submitted

June 21, 2020

Language

Keywords: Linguistic competence • Simplification • Trilingualism • Interest • CLIL

permalink http://doi.org/10.30687/ELLE/2280-6792/2021/02/005

Copyright: © 2021 Francesca Zanoni. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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