Autori: Virdia, Simone , Wolff, Dieter
Titolo: Teaching Preferences in Content and Language Integrated Learning (CLIL). An Exploratory Study Based on the Vignette Experiment Methodology
Periodico: Scuola democratica : strategie educative e territorio
Anno: 2020 - Volume: 23 - Fascicolo: 2 - Pagina iniziale: 235 - Pagina finale: 258

The research discussed in this paper is focused on CLIL (Content and LanguageIntegrated Learning), a methodological approach believed to be one of the most powerful instrumentsin developing plurilingualism as well as more innovative pedagogical approaches(i.e. student-centred). We investigate the methodological approaches CLIL teachers woulduse in their classrooms, how they assess them and how they compare with the methodologicalinventory of non-CLIL teachers. We employ a quasi-experimental research design known asvignette experiment. Drawing on existing literature, we identify the dimensions that characterizea classroom learning scenario. We are then able to estimate how teaching preferencesvary between CLIL and non-CLIL environments, thus revealing the participants’ perceptions,values, and social norms in two different learning contexts. Results show that CLILteachers are on average more likely than non-CLIL teachers to prefer innovative approachesand are stricter in evaluating the fictitious learning scenarios. We can also show, however,that the preference for more innovative approaches cannot be observed in all dimensionswith the same strength.


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SICI: 1129-731X(2020)23:2<235:TPICAL>2.0.ZU;2-6
Testo completo: https://www.rivisteweb.it/download/article/10.12828/98146
Testo completo alternativo: https://www.rivisteweb.it/doi/10.12828/98146

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