CLIL IN HIGHER EDUCATION: A CASE STUDY
This study analyzes students’ perceptions of the effectiveness of a Content and Language Integrated Learning (CLIL) course offered in the Faculty of Foreign Languages at the University of Urbino, Italy.
In CLIL, non-linguistic content is taught through the medium of a foreign language. As Coyle, Hood, and Marsh suggest, “Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (2010: 1). In keeping with this theoretical framework, a blended CLIL model has been implemented in a first-year English Linguistics class to foster both content knowledge and foreign language development. Face-to-face classroom instruction has been integrated with online learning; course-tailored activities and resources have been created with free online tools and made available on the class website. CLIL technology-enhanced learning has been designed to cater to digital-age learners while also promoting state-of-the-art digital skills in keeping with the objectives devised by the International Society for Technology in Education (ISTE). Learners were not required but only encouraged to use the resources provided; students’ motivation was thus likely to play a pivotal role in learners’ active engagement with online scaffolding.
Data for the present study have been collected through a questionnaire which was administered to learners upon completion of the course. Results have been analyzed with regard to learners’ perception of the effectiveness of the blended CLIL model implemented and degree of involvement with the online learning environment. The findings of the present study can be applied to other contexts in higher education where the CLIL approach is being implemented.