English-Taught Programs and Scaffolding in CLIL Settings: a Case Study
A Case Study
This study examines the effectiveness of scaffolding provided in a Content and Language Integrated Learning (CLIL) environment at the University of Urbino in Italy, as perceived by a group of students attending CLIL courses taught in English at the university. Data were gathered through an online post-course questionnaire that learners answered on a voluntary basis. Results show that, overall, students perceived the scaffolding that was provided as rather effective, although some shortcomings emerged.
Keywords: Scaffolding • English-Taught Programs • Higher education • Student perceptions • CLIL