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CLIL and non-CLIL : differences from the outset / Ángeles Broca. // ELT journal 2016, Vol.70, No.3.
Oxford University Pres, 2016.
Tr. 320-331.

This article reports on a survey that argues that secondary level Content and Language Integrated Learning (CLIL) cohorts are different to their non-CLIL counterparts in a number of respects at the start of their courses. These include students’ previous grades (especially for English, the target foreign language), along with parental interest and students’ future expectations. A high percentage of the CLIL students think their programmes are selective, and the students’ previous grades suggest that CLIL courses exclude the less academically able, while not always selecting all the most able students. Most of the CLIL students believe that CLIL programmes are good for their schools, but they should not be imposed on all students. A number of the CLIL students find their programme difficult. One conclusion is that CLIL programmes exclude certain students, and, even if CLIL is successful, this is partly due to its selective nature. Furthermore, CLIL courses should not divert attention away from existing foreign language classes, especially in non-CLIL courses, which have a more diverse student cohort.


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EL perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. / Isabel Pahissa, Roger Gilabert, Neus Serra,... // Lenguaje y textos. 2014, Vol. 39.
2014
tr. 91-99.

Based on results from the English test for university entrance exams (PAU), six state secondary schools in Catalonia with the best results were selected to analyse the features of the students and teachers at these schools. The instruments used were a student questionnaire (n=312) and a teacher questionnaire (n=12), and the findings show that what makes these schools more effective is mainly the students good academic orientation as well as their positive attitude towards English. In addition, the profile of teachers with a good command of the foreign language, good communication skills and a sense of vocation towards the profession were also found to be contributing factors.

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How to get a research degree : a survival guide / Leonie Elphinstone and Robert Schweitzer.
St. Leonards, Australia : Allen & Unwin, 1998.
x, 134 p. : ill. ; 20 cm.



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