Led On Line
Presentazione - About us
Novita' - What's new
E-Journals
E-books
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy
logo
cover

Francesca Costa

CLIL (Content and Language Integrated Learning)
through English in Italian Higher Education


ISBN 978-88-7916-785-7 - 15,5 x 22 cm - 2016 - pp. 146


€ 24,00  (-15%)  Acquisto il volume € 20,40 



This is a research study monograph into an approach known as Content and Language Integrated Learning or CLIL through English in Italian higher education. There is as yet little agreement on terminology, definitions, learning theories or classroom approaches as regards CLIL. A distinction is therefore made between CLIL, ICLHE (Integrating Content and Language in Higher Education), Content-based Instruction, L2-medium Instruction and Bilingual Education. The research design comprises both quantitative and qualitative elements. A questionnaire survey of all Italian universities profiled the many courses presently delivered using English as the vehicular language, and found some homogeneity in process and subjects, but differences linked to private or public funding and to geographical area. A survey of students (n=134) was designed and administered to obtain their evaluation of a list of techniques used by lecturers to help students understand lectures delivered through English. Respondents recognised and considered as useful most of the categories, including the use of repetitions, examples, summaries, definitions, synonyms, questions and emphasising with intonation. The qualitative part involved observing, recording, transcribing, and analysing lectures delivered through English by four university science lecturers, who were also interviewed. Results confirm the validity of some input presentation strategies and show similarities and differences between student and lecturer perceptions. The data also show discrepancies, at times, between the strategies considered useful by the lecturers and those actually used in the classes.
Francesca Costa is currently a contract university lecturer in English Linguistics at Università Cattolica del Sacro Cuore. She holds a Doctorate in Education on English-medium Instruction in Italy with the Open University, UK. Since 2001 she has been involved in teaching and research at all levels of education on Content and Language Integrated Learning (CLIL) and English-medium Instruction (EMI) contexts with reference to input, output, the acquisition of lexis, focus on form, code-switching, teachers’ identity and defamiliarisation. She has published several articles on these subjects in both national and international journals.



Per leggere o scaricare il file cliccare sul sommario

pdf


PART ONE
RATIONALE


PART TWO
RESEARCH DESIGN


PART THREE
ANALYSIS OF DATA

6.
INSTITUTIONAL SURVEY OF CLIL PROGRAMMES AT THE TERTIARY LEVEL IN ITALY

6.1. Analysis of Findings – 6.1.1. Organisation – 6.1.2. Teachers and Teaching Styles – 6.1.3. Students

7.
STUDENT QUESTIONNAIRE ON INPUT PRESENTATION STRATEGIES

7.1. Analysis and Results

8.
ALBERT

8.1. Context – 8.2. General Features of the Lecture - Field Notes – 8.3. Corpus Transcriptions – 8.4. Lecturer's Views

9.
ISAAC

9.1. Context – 9.2. General Features of the Lecture - Field Notes – 9.3. Corpus Transcriptions – 9.4. Lecturer's Views

10.
FRANK

10.1. Context – 10.2. General Features of the Lecture - Field Notes – 10.3. Corpus Transcriptions – 10.4. Lecturer's Views

11.
NEIL

11.1. Context – 11.2. General Features of the Lecture - Field Notes – 11.3. Corpus Transcriptions – 11.4. Lecturer's Views

12.
SYNTHESIS OF THE FINDINGS

12.1. Institutional Survey Discussion – 12.2. Student Questionnaire Discussion – 12.3. Case Studies Synthesis of the Findings – 12.4. Input Presentation Strategies (from Observations, Transcriptions and Interviews) – 12.5. Interview Findings on the Language Aspect – 12.6. Unexpected Findings from Transcriptions – 12.7. Focus on Form in CLIL Contexts – 12.7.1. Preemptive Focus on Form – 12.7.2. Input Enhancement – 12.7.3. Codeswitching – 12.7.4. Humour – 12.8. Evidence from the Data – 12.8.1. Lexical Preemptive Focus on Form – 12.8.2. Grammatical Preemptive Focus on Form – 12.8.3. Typographical Input Enhancement – 12.8.4. Codeswitching – 12.8.5. Humour

 

Conclusions

References

Appendix - Transcription guidelines

 

 



Lingue e Culture - Languages and Cultures - Langues et Cultures - ISSN 2234-9235

Collana diretta da Giovanni Gobber e Marisa Verna
Comitato scientifico: Thomas Austenfeld - Susan Conrad - Manuel Alvar Ezquerra - Françoise Gaillard - Joëlle Gardes-Tamine - Roman Govorucho - Augusto Guarino - Juliane House - Georgy Akhillovich Levinton - Anthony Mollica - Michael Rossington - Nikola Roßbach - José Carlos Rovira Soler - William Sharpe - Thomas Travisano - Bart Van Den Bossche - Jakob Wüest