CLIL learning: Achievement levels and affective factors

This Finnish study looked at ten classes of 5th and 6th graders in comprehensive schools to find any differences in achievement between CLIL and non-CLIL maths and Finnish language classes. In CLIL classes, 40–70% of instruction was carried out in English. The findings were positive – suggesting that there is no negative impact on first language (Finnish) and that CLIL classes might better support learners of lower achievement. It is essential, however, to look at national contexts and conditions.
The aim of the study was to investigate how successfully pupils had learned contentin content and language integrated learning (CLIL) and to assess pupils’ affectivelearning factors, such as motivation and self-esteem, in CLIL. Learning was presentedin terms of achievement level, which was described as the relationship between mea-sured levels of intelligence and school success. The study indicated that there wereno major differences in learning, whether the language used in instruction is thepupils’ mother tongue or a foreign language; pupils of different intelligence levelshad similar chances to succeed in both cases. However, it was discovered that theremay not be as many overachievers among the pupils in CLIL as among the pupils inthe Finnish language instruction group. Achievements in the Finnish language, i.e.the mother tongue, were not negatively affected by CLIL. In terms of the affective fac-tors, the study indicated that CLIL pupils had a low self-concept in foreign languages,although pupils had a strong motivation to learn.

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