A3 Book section, Chapters in research books
Kulttuurienvälisen tietoisuuden ja kieliasenteiden kehittyminen CLIL-opetuksessa : retrospektiivinen tarkastelu (2018)

Roiha, A., & Sommier, M. (2018). Kulttuurienvälisen tietoisuuden ja kieliasenteiden kehittyminen CLIL-opetuksessa : retrospektiivinen tarkastelu. In L. Lehti, P. Peltonen, S. Routarinne, V. Vaakanainen, & V. Virsu (Eds.), Uusia lukutaitoja rakentamassa - Building new literacies (pp. 77-96). Suomen soveltavan kielitieteen yhdistys AFinLA. AFinLAn vuosikirja, 2018. https://doi.org/10.30661/afinlavk.69092

JYU authors or editors

Roiha, Anssi

Publication details

All authors or editors: Roiha, Anssi; Sommier, Mélodine

Parent publication: Uusia lukutaitoja rakentamassa - Building new literacies

Parent publication editors: Lehti, Lotta; Peltonen, Pauliina; Routarinne, Sara; Vaakanainen, Veijo; Virsu, Ville

ISBN: 978-951-9388-67-0

Journal or series: AFinLAn vuosikirja

ISSN: 2343-2608

eISSN: 2343-2608

Publication year: 2018

Number in series: 2018

Pages range: 77-96

Number of pages in the book: 235

Publisher: Suomen soveltavan kielitieteen yhdistys AFinLA

Publication country: Finland

Publication language: Finnish

DOI: https://doi.org/10.30661/afinlavk.69092

Persistent website address: https://journal.fi/afinlavk/article/view/69092

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/60107

Additional information: Suomen soveltavan kielitieteen yhdistyksen (AFinLA) julkaisuja ; 76, ISSN 0781-0318

Abstract

CLIL (Content and Language Integrated Learning) has been claimed to create a positive attitude towards languages and language learning in general and to raise intercultural awareness. The studies on the topics have however remained scarce. This study examines the issue from former pupils’ perspective. The 24 participants, who received English-medium CLIL during their comprehensive school in the 1990s, were interviewed in-depth and the data were analysed qualitatively. Most participants felt that CLIL had had a very positive effect on their attitudes towards English. However, many considered that CLIL had partly been detrimental to their attitudes towards and learning of other languages. The views on intercultural attitudes differed more. Some participants however considered that CLIL had raised their intercultural awareness. This case study demonstrates that CLIL can be an effective teaching approach regarding pupils’ target language and intercultural attitudes which provides implications for future CLIL education and language teaching in general.

Keywords: content and language integrated learning; languages; consciousness (mental properties); attitudes; interculturalism

Free keywords: CLIL education

Fields of science: