Designing and Analyzing Content and Language Integrated Learning (CLIL) Lesson Plans for Primary Education

論文翻譯標題: 規劃及分析國小階段學科內容與語言整合課程設計
  • 陳 日興

學生論文: Master's Thesis


The present study aims to design and analyze CLIL lessons in the context of Taiwan giving specific details and discussions grounded on the 4Cs framework As a matter of fact by far there are considerable strides taken into the visual of CLIL however most of which target its potential effects on the acquisition of language competence (e g Agust?n?Llach & Canga Alonso 2016) subject competence (e g J?ppinen 2005) students’ attitude toward English as a foreign language (e g Lasagabaster & Sierra 2009) and stakeholders’ perceptions of CLIL experiences (e g Pladevall-Ballester 2015) Methodological resources and guidelines for designing CLIL seem to be pretty limited (Meyer 2010) Therefore to help conceptualize a deeper insight into CLIL teaching and learning a platform working to promote and highlight specific aims was held at NCKU for its practical purposes The contributors were 57 primary school teachers from Tainan city in a mixture of 23 content teachers and 34 English teachers 57 for all comprising a total number of 10 groups by specific content areas (e g math) ranging in number from 4 to 6 of team work Teachers exemplified with a sample framework in advance have contributed to their own choices of CLIL lesson plans PPT slides for data collection and analysis respectively 10 in total The findings of the research has demonstrated some tendency as follows: 1 Teachers might be aware of the arrangement between content and language matters but somehow neglected the role of culture in the 4Cs framework 2 Teachers normally approached to the areas that potentially connected with students’ real life experiences (e g attractions) aiming at a truly authentic learning environment 3 Teachers tended to possess the lower level of skills in either the pursuit of cognitive events (e g recall) or the activation of verbal performances (e g report) 4 Despite transparent team work specifying the learning of key sentences in respective lesson teachers embraced a higher tendency to focus more on the key word rather than a sentence pattern from PPT design 5 Teachers commonly pursuit the use of visual aids (e g picture) the connection of background knowledge the arrangement of group work discussion as well as the role of translanguaging in featuring scaffolding The current study provides a more structured table with all loads of details by literature reviews outlining a range of skills for future ease of reference as well as giving examples of CLIL designs to represent the case in Taiwan In doing so all the simplicities of theories may enable future educators to retrieve all the necessary details grounded in CLIL systems without being much confused
獎項日期2018 8月 28
監督員Wen-Li Tsou (Supervisor)