| 1. Teaching Teachers for CLIL | 2. Managing CLIL Classrooms |
| 3. Enriching Learning through CLIL | 4. Sustaining CLIL |
| 5. Building an Evidence Base | 6. Primary CLIL |
| 7. Creating CLIL resources |
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5. Building an Evidence Base:
In this café, discussion will focus on relationships between research and classroom practice.
Possible areas for discussion are:
– research methodologies
– researcher-teacher collaborations
– setting up research projects
– identifying promising areas for future CLIL research
Posted in: CLIL 2010 Conference
CLIL 2010 Conference Blog and CLIL Café 
claudia
August 27, 2010
Hi everybody,
I’ve been interested in CLIL for about 4 years and I am wondering if there is a standardised research system aimed at recording student’s subject and language achievements and their enthusiasm about CLIL methods compared to more traditional lessons.
Being that we are trying to experiment with this relatively new approach in different countries and in very different settings I believe the only way to produce evidence of its success is if there was a sort of research committee composed by representatives of all the countries involved which established one common way to evaluate CLIL. By common way I mean for example a standard student questionnaire aimed at measuring how satisfied they are with what they have achieved through the course/project they have just completed.
I am aware of the difficulty of such project but at the same time I reckon it’s necessary to establish evidence of CLIL’s value based on large scale research which, correct me if I’m wrong, doesn’t exist yet.
What is your experience on this? How did you investigate the outcome of your projects/modules/courses? Did you create your own research tools, like I did or were you given precise instructions on how to carry this investigation by the headmasters or coordinators your were working with?
Looking forwards to hearing your thoughts on this :-)
Claudia
BethAnne Y. Paulsrud
August 31, 2010
Hi Claudia,
I am a PhD student looking into achievement of goals with CLIL education. In the Swedish context, there has been very little research about what the different stakeholders actually expect as well as whether or not those expectations are met. There has been some research about the academic outcomes of Swedish CLIL students studying in English-medium upper secondary schools, but the results are not very conclusive. I feel like the academic and “satisfaction” results are presented more positively in other countries and am interested in hearing more about what has been done recently in this area of CLIL.
/BethAnne
Phil Ball
September 8, 2010
Hi there
Again, in the Basque context it has all been done. We have over ten yearsworth of student feedback on the Eleanitz (multilingual, in Basque) project here, backed up by a ten-year external evaluation of the project by the University of the Basque Country. I’m talking about the Ikastolas (Basque-medium schools) project, not the state-funded one (which was called Inhebi/Binhebi) which has less data which has had less continuity.
What do you want to know?
Best
Phil Ball
Do Coyle
September 29, 2010
Whilst there is a need for a coherent gathering of the rapidly increasing CLIL research evidence, and as Phil has reminded us a need to ensure that this includes evidence which has been in the public arena for some time, it is also important to look at this evidence through a contextual lens, to check out the sample size and the rigour of the research design and map it out – this is not about the qualitative verusus quantative divide but simply an expression of the need to include different types of research in different types of contexts…. so if anyone fancies a mapping exercise??? Looking forward to meeting you all at the conference. Here’s to safe arrivals in Germany
Best regards
Do