This report details the background, methodology and initial findings of the first study to investigate content and language integrated learning (CLIL) and English medium instruction (EMI) in the same country. Through vocabulary tests, interviews with students and recordings of classes/lectures, we identify the challenges faced and strategies applied by learners in L2-medium education in Italy in the secondary and tertiary educational phases. Specifically, we focus on: 1) students in the last year of upper secondary school (aged 17–18) who are studying subjects through the medium of English (via CLIL), and 2) EMI students in their first year of undergraduate programmes. The study investigated: ■■ students’ English vocabulary knowledge ■■ the potential gap between learning a subject through a school CLIL context and subjects taught through EMI at university ■■ the nature of classroom interaction in the two settings ■■ students’ general approaches to their learning and listening strategies.
|Titolo:||Transition from Secondary School CLIL to EMI at University: Initial Evidence from Research in Italy|
hughes, bronwen (Corresponding)
|Data di pubblicazione:||2019|
|Appare nelle tipologie:||3.1 Monografia o trattato scientifico|