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
€ 27,00 (-15%) 
€ 22,95
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.
2.
THE CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING) APPROACH
2.1. Labels, Characteristics and History – 2.1.1. CLIL at the Tertiary Level or ICLHE (Integrating Content and Language in Higher Education) – 2.1.2. Characteristics of CLIL at the Tertiary Level or ICLHE and the Role of English – 2.2. The Institutional Context of CLIL at the Tertiary Level – 2.3. Lecturing Patterns of CLIL Lectures at the Tertiary Level in European Contexts – Summary
3.
THE EUROPEAN CLIL CONTEXT
Summary
4.
SECOND LANGUAGE ACQUISITION THEORIES AND THE ROLE OF INPUT
4.1. Redefinition of Coonan’s Strategies – Summary
5.
RESEARCH FRAMEWORK
5.1. Research Questions – 5.2. Research Strategy and Procedures – 5.2.1. Institutional Survey – 5.2.2. Student Questionnaire – 5.2.3. Lecturers' Case Studies – 5.3. Sampling – 5.4. Instruments– 5.4.1. Institutional Survey – 5.4.2. Student Questionnaire – 5.4.3. Lecturers' Case Studies – 5.5. Data Analysis – 5.5.1. Institutional Survey and Student Questionnaire – 5.5.2. Lecturers' Case Studies – Summary
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
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