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Students' Oral Participation in the CLIL Classroom.: A comparative study of oral participation of CLIL students and students taught through their native language Swedish.
Karlstad University, Faculty of Arts and Education.
2009 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Studies have shown that participation and interaction in a language classroom are important. Especially so in the CLIL classroom where the target language is both the subject of study and the medium of instruction. However, it can be difficult for a teacher to get students to participate orally. Many researchers claim that students’ oral output in the CLIL classroom is minimal, and that they speak less than students who are taught through their native language.

The aim of this paper was to study Swedish CLIL students’ oral participation and to find out whether the amount of oral classroom interaction was similar in a CLIL classroom and in a classroom where Swedish was the medium of instruction. I also wanted to investigate if male and female students interacted to the same extent, and whether the amount of interaction was evenly distributed within the classroom.

The results show that CLIL students’ oral participation tended to be very high. The CLIL students produced even more total oral output than students in the control groups, which had their native language as their medium of instruction.

Place, publisher, year, edition, pages
2009. , 29 p.
Keyword [en]
CLIL, SPRINT, bilingual education, oral participation, output, interaction, gender, classroom positioning
National Category
General Language Studies and Linguistics
URN: urn:nbn:se:kau:diva-7304OAI: diva2:410199
Humanities, Theology
Available from: 2011-05-02 Created: 2011-04-12 Last updated: 2011-05-02Bibliographically approved

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