Evaluating Bilingual Education in Germany
CLIL Students’ General English Proficiency, EFL Self-Concept and Interest
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Beschreibung
A quasi-experimental study on 1,000 learners shows large initial differences between future CLIL and non-CLIL students due to selection and preparation effects. After two years, a model-based evaluation finds a small increase in EFL academic self-concept, but no CLIL-related benefits for general English proficiency or interest in EFL classes.
The author uses a theoretical account rooted in TEFL, language acquisition and educational psychology to provide the basis for the development of a comprehensive model of language learning in CLIL. It incorporates prior knowledge, EFL self-concept, interest in EFL classes, verbal cognitive abilities and contact to English. This model is used to estimate the effects of CLIL in the context of high-intensity programmes at German Gymnasien. The statistical evaluation of the quasi-experimental data from 1,000 learners proves the existence of large initial differences due to selection, preparation and class composition effects. After two years, one finds no significant effects of CLIL apart from a minor increase in self-concept, suggesting that the actual effects of CLIL have often been overestimated.
Autor*in
Dominik Rumlich
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Bilingual CLIL Concept Education effects English Evaluating General Germany Interest Proficiency Rumlich Self Students’
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«This book has earned its place on the reading list for all young CLIL researchers, and the questions it raises definitely point the way for future research of both a quantitative and a qualitative nature.»
(Ruth Breeze, Estudios sobre Educación 34/2018)
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