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CLIL Learning: Achievement Levels and Affective Factors

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Seikkula-Leino, Jaana – Language and Education, 2007

The aim of the study was to investigate how successfully pupils had learned content in content and language integrated learning (CLIL) and to assess pupils' affective learning factors, such as motivation and self-esteem, in CLIL. Learning was presented in terms of achievement level, which was described as the relationship between measured levels…

Descriptors: Overachievement, Academic Achievement, Learning Motivation, Students

"Provided There Is an Adequate Exposure to This L2 in the School and Environment and Sufficient Motivation to Learn It": The Applicability (at times "pace" Cummins) of Majority-Language Immersion Programs to Limited- or Non-English-Proficient Spanish-L1 Grade-School Populations in the United States-Mexican Border Area.

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Teschner, Richard V. – 1988

The El Paso (Texas) Independent School District's district-wide program in majority-language (English) immersion is examined to determine the source of its success. The program's similarities to and differences from the Canadian immersion model are explored. The program's superior results in comparison with the same district's transitional…

Descriptors: Bilingual Education Programs, Comparative Analysis, Educational Strategies, Elementary Secondary Education