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Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in Thedidactics of the English Language in Preschool

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Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in Thedidactics of the English Language in Preschool Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in theDidactics of the English Language in Preschool EducationCourse Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante Myriam Cherro Samper Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Evaluation of the Implementation of CLIL (Content Education Teacher Undergraduate Program at the and Language Integrated Learning) Methodology in University of Alicante the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante Doctoral Thesis presented to the Innovation and Teacher Training Department of the University of Alicante School of Education Doctoral ThesisPresented presented by: to the Innovation and Teacher Training Department of the Myriam Cherro Samper University of Alicante School of Education PresentedDirected by by: Dr.Myriam Antonio Cherro Díez MediavillaSamper Directed by Alicante, 2015 Dr. Antonio Díez Mediavilla 1 Alicante, 2015 1 1 2 Appreciation: 3 4 I wish to thank, first and foremost, my Professor Antonio Díez Mediavilla who has directed me, helped me and advised me throughout this lengthy study. I would like to thank him not only for his help, but also for believing in me even on those occasions when I did not believe in myself because his attitude and trust in me gave me the strength to persevere and carry on to the end. This thesis is dedicated to my family, as they have been the stakeholders I have needed for this thesis to not remain a dream, but instead to become my dream come true. I would like to thank my parents who have given me the opportunity of receiving an education from the best institutions and have given me their unconditional support throughout my life, my husband and daughter who have always supported me and never stopped smiling even when they suffered the lack of family time we have had since I started this research project, and finally, my aunts who have always been there for me offering their help in any way so that I could find the time to carry out and complete this thesis. 5 6 1. INTRODUCTION ……………………………………………………………… 15 1.1. Research Justification ………………………………………………... 19 1.2. Research Aim & Relevance ………………………………………..... 29 1.3. Description of Communicative Language Teaching ……………..... 45 2. THEORETICAL FRAMEWORK ……………………………………………... 49 2.1. CLIL Approach ………………………………………………………… 51 2.1.1. CLIL Origins: Mohan’s Knowledge Framework ……………… 52 2.1.2. What is CLIL? ........................................................................ 58 2.1.3. Special Educational Needs Students & CLIL ………………… 67 2.1.4. Applying CLIL in Class ………………………………………..... 71 2.1.5. The CLIL Teacher ……………………………………………..... 83 2.1.6. CLIL in Spain …………………………………………………….. 92 2.1.7. CLIL in Higher Education ………………………………………. 99 2.2. Problem Proposal ……………………………………………............. 105 3. OBJECTIVES …………………………………………….............................. 119 3.1. Objectives …………………………………………….......................... 121 3.2. Hypothesis ……………………………………………......................... 125 4. METHODOLOGY ……………………………………………....................... 129 4.1. Participants and Context ……………………………………………... 131 4.2. Treatment …………………………………………….......................... 134 7 7 4.3. Research tools ………………………………………………………… 160 4.3.1. Pre-Test & Post-Test: DIALANG Test …………………………… 161 4.3.1.1. What is DIALANG? …………………………………………… 168 4.3.1.2. Description of DIALANG System parts ……………………… 173 A. Chosen language to be tested ………………………………… 175 B. Placement Test & Feedback …………………………………… 175 C. Language Skills Tests & Language Self-Assessment ………. 177 a) Listening ……………………………………………………… 181 b) Writing ………………………………………………………... 193 c) Reading ………………………………………………………. 197 d) Vocabulary …………………………………………………… 200 e) Structures ……………………………………………………. 202 4.3.2. Questionnaire ………………………………………………………. 206 4.3.3. Students’ Assessment ……………………………………….……. 212 4.4. Analysis ………………………………………………………………… 215 5. RESULTS ……………………………………………………………………… 217 5.1. DIALANG Test ………………………………………………………… 219 5.2. Questionnaire …………………………………………………………. 233 5.3. Students’ Assessment ……………………………………………… 257 6. DISCUSSION ………………………………………………………………… 267 7. CONCLUSIONS ……………………………………………………………… 291 8. RESUMEN Y CONCLUSIONES EN ESPAÑOL …………………………. 299 9. BIBLIOGRAPHY ……………………………………………………………... 333 10. ANNEX ………………………………………………………………………... 351 8 THESIS CHARTS INDEX Chart 1. Course tasks & cognitive processes involved …………………………… 149 Chart 2. Pre-test & post-test comparative results …………………………………. 231 Chart 3. Languages and English language ………………………………………... 234 Chart 4. Students’ perceived oral and written English level according to the questionnaire ………………………………………………………………... 241 Chart 5. Students’ perception of oral English level and real level comparison … 244 Chart 6. Students’ perception of written English level and real level comparison ………………………………………………………………….. 245 Chart 7. English courses …………………………………………………………….. 247 Chart 8. Difficulty in following the course in English ……………………………… 255 Chart 9. Descriptive statistics of course final grades ……………………………... 257 Chart 10. Descriptive statistics of course grades …………………………………. 259 Chart 11. Pearson’s correlation of course grade ………………………………….. 264 Chart 12. Regression estimates …………………………………………………….. 265 9 9 10 THESIS FIGURES INDEX Figure 1. English teaching methods & approaches timeline …………………….. 30 Figure 2. Research development ……………………..……………………………. 44 Figure 3. Content and Language Integrated Learning …………………………… 59 Figure 4. Approaches similar to CLIL collection …………………………………... 65 Figure 5.CLIL Suitability for SEN students ……………………..………………….. 70 Figure 6. Pinkley CLIL 5 Dimensions ……………………..………………………... 75 Figure 7. Didactics of the English Language in Preschool Education course contents ……………………………………..………………………………. 78 Figure 8. Dale & Tanner (2012) CLIL learners’ benefits ……………............… 82 Figure 9. ”The Language Triptych” (Coyle, Hood & Marsh, 2010, p. 36) ……… 84 Figure 10. Coyle, Hood & Marsh (2010) 6 Steps classroom CLIL implementation plan ……………………..………………………………. 87 Figure 11. CLIL schools in Spain. Lasagabaster (2010) …………………………. 96 Figure 12. Current study main aim & specific objectives ………………………… 124 Figure 13. Study Hypothesis on CLIL implementation results ………………….. 127 Figure 14. Percentage of the population according to age ……………………… 132 Figure 15. Course Dossier Outline …………………………………………………. 138 Figure 16. Course Online Dictionaries List ………………………………………… 145 Figure 17. Course Online Grammar Web Pages List ……………………………. 145 Figure 18. Course Internet Links List ………………………………………………. 146 Figure 19. Course ESC Cultural Aspects ………………………………………….. 154 11 11 Figure 20. Didactic Unit Themes ……………………………………………………. 156 Figure 21. Didactic Unit Themes Categories ……………………………………… 157 Figure 22. Application of Coyle’s 4Cs in the course ……………………………… 159 Figure 23. Screenshot of Placement Test …………………………………………. 176 Figure 24. Screenshot of Placement test feedback ………………………………. 177 Figure 25. Screenshot of language skills tests ……………………………………. 178 Figure 26. Screenshot of Self-assessment listening test ………………………… 179 Figure 27. Screenshot of Listening Test item ……………………………………… 182 Figure 28. Screenshot of immediate feedback in Listening Test item ………….. 184 Figure 29. Screenshot of Listening Test final feedback comments …………….. 185 Figure 30. Screenshot of Listening Test results …………………………………... 186 Figure 31. Screenshot of Listening Test items revision results ………………….. 187 Figure 32. Screenshot of Listening Test results compared with the Listening Self-assessment results …………………………………………………. 189 Figure 33. Screenshot of comments to understand why the Listening Self- assessment results do not match the Listening Test results ……….. 190 Figure 34. Screenshot about Self-assessments …………………………………... 191 Figure 35. CEFRL program advice screenshot …………………………………… 192 Figure 36. Screenshot of Writing Test feedback ………………………………….. 195 Figure 37. Screenshot of Writing Test results …………………………………….. 196 Figure 38. Screenshot of CEFRL levels ……………………………………………. 197 Figure 39. Screenshot of Reading Test feedback ………………………………… 199 12 12 Figure 40. Screenshot of Vocabulary Test feedback …………………………….. 202 Figure 41. Screenshot of Grammar Test feedback ……………………………….. 205 Figure 42. Students’ pre-test and post-test Listening level ……………………… 221 Figure 43. Students’ pre-test and post-test Writing level ………………………… 222 Figure 44. Students’ pre-test and post-test Reading level ……………………….. 223 Figure 45. Students’ pre-test and post-test Vocabulary level ……………………. 225 Figure 46. Students’ pre-test and post-test Grammar Structures level ………… 226 Figure 47. Students’ pre-test and post-test level improvement …..........……….. 230 Figure 48. Subjects’ age ……………………..……………………………………… 233 Figure 49. Languages studied ………………………………………………………. 235 Figure 50. Languages spoken ……………………..……………………………….. 236 Figure 51. Years studying English ………………………………………………….. 238 Figure 52. Frequency of watching programs, series and movies in English …… 239 Figure 53. Importance of communicating in English ……………………………… 240 Figure 54. Students’ perceived oral communication level in English …………… 242 Figure 55. Students’ perceived written level in English …………………………... 243 Figure 56. Courses taken in English ……………………………………………….
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