The communicative CLIL classroom
What is it about?
The article presents how primary school pupils in Switzerland with varying English proficiency engage with learning opportunities in Content and Language Integrated Learning (CLIL). Using a lesson study approach, the focus was on how high-attaining, average-attaining, and low-attaining learners use the CLIL lessons for developing their spoken communication. Results suggest that high-attainers and average-attainers used the opportunities similarly to develop their oral English skills. Low-attaining learners, on the other hand, used the learning opportunities significantly differently but still achieved the objectives set by the curriculum.
Why is it important?
The article explores how young heterogenous learners cope with CLIL, an educational approach that is effective, yet challenging for English users with limiting target language skills.