Content and language integrated learning: a comparative study in Northern Ireland

Sarah O'Neill

doi:10.1007/978-3-031-66241-6_6

Content and language integrated learning: a comparative study in Northern Ireland

Sarah O'Neill

School of Arts, English and Languages

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Abstract

This chapter discusses the lessons learned from an innovative Content and Language Integrated Learning (CLIL) intervention with 13–14-year-old language learners in three post-primary schools in Northern Ireland. For participants, the CLIL approach represented a major shift in practice: introducing new teaching and learning strategies to the classroom; raising the level of cognitive challenge, improving learner progress in oral and cross-curricular skills and redefining the content of language lessons. The intervention introduced collaborative learning and explicit strategy instruction to the language classroom, with implications for how language learning experiences are designed, delivered and assessed in lower secondary.

Original language	English
Title of host publication	Innovation in language learning and teaching: the case of England, Northern Ireland, Scotland and Wales
Editors	Sin Wang Chong, Hayo Reinders
Place of Publication	London
Publisher	Palgrave Macmillan
Pages	131–153
ISBN (Electronic)	9783031662416
ISBN (Print)	9783031662409, 9783031662430
DOIs	https://doi.org/10.1007/978-3-031-66241-6_6
Publication status	Published - 26 Nov 2024

Publication series

Name	New Language Learning and Teaching Environments
Publisher	Palgrave MacMillan
ISSN (Print)	2946-2932
ISSN (Electronic)	2946-2940

Keywords

CLIL
innovation
language teaching
language learning
education
French L2

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-3-031-66241-6_6Licence: Unspecified

Embargoed Document

Content and language integrated learning: a comparative study in Northern Ireland
Accepted author manuscript, 356 KB
Licence: Unspecified
Embargo ends: 26/11/2025

2 Other contribution to conference
1 Paper
1 Other contribution

A tale of two teachers: Reimagining GCSE modern languages
O'Neill, S., 17 Feb 2023, BERA Blog: Online : British Educational Research Association.
Research output: Other contribution

Open Access
Turning the tide on disaffection with French? Analyzing pupil motivation to learn French L2: a comparison of CLIL and ‘traditional’ L2 pedagogies in lower secondary
O'Neill, S., 18 Aug 2023. 26 p.
Research output: Contribution to conference › Other contribution to conference

File
Turning the tide on disaffection with French? Analyzing secondary school pupils’ motivation to learn French: a comparison of CLIL and ‘traditional’ pedagogies in the KS3 classroom
O'Neill, S., 17 Jun 2023. 9 p.
Research output: Contribution to conference › Other contribution to conference

File

Cite this

O'Neill, S. (2024). Content and language integrated learning: a comparative study in Northern Ireland. In S. W. Chong, & H. Reinders (Eds.), Innovation in language learning and teaching: the case of England, Northern Ireland, Scotland and Wales (pp. 131–153). (New Language Learning and Teaching Environments). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-66241-6_6

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abstract = "This chapter discusses the lessons learned from an innovative Content and Language Integrated Learning (CLIL) intervention with 13–14-year-old language learners in three post-primary schools in Northern Ireland. For participants, the CLIL approach represented a major shift in practice: introducing new teaching and learning strategies to the classroom; raising the level of cognitive challenge, improving learner progress in oral and cross-curricular skills and redefining the content of language lessons. The intervention introduced collaborative learning and explicit strategy instruction to the language classroom, with implications for how language learning experiences are designed, delivered and assessed in lower secondary.",

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O'Neill, S 2024, Content and language integrated learning: a comparative study in Northern Ireland. in SW Chong & H Reinders (eds), Innovation in language learning and teaching: the case of England, Northern Ireland, Scotland and Wales. New Language Learning and Teaching Environments, Palgrave Macmillan, London, pp. 131–153. https://doi.org/10.1007/978-3-031-66241-6_6

Content and language integrated learning: a comparative study in Northern Ireland. / O'Neill, Sarah.
Innovation in language learning and teaching: the case of England, Northern Ireland, Scotland and Wales. ed. / Sin Wang Chong; Hayo Reinders. London: Palgrave Macmillan, 2024. p. 131–153 (New Language Learning and Teaching Environments).

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

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AB - This chapter discusses the lessons learned from an innovative Content and Language Integrated Learning (CLIL) intervention with 13–14-year-old language learners in three post-primary schools in Northern Ireland. For participants, the CLIL approach represented a major shift in practice: introducing new teaching and learning strategies to the classroom; raising the level of cognitive challenge, improving learner progress in oral and cross-curricular skills and redefining the content of language lessons. The intervention introduced collaborative learning and explicit strategy instruction to the language classroom, with implications for how language learning experiences are designed, delivered and assessed in lower secondary.

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KW - education

KW - French L2

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BT - Innovation in language learning and teaching: the case of England, Northern Ireland, Scotland and Wales

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ER -

Content and language integrated learning: a comparative study in Northern Ireland

Abstract

Publication series

Keywords

UN SDGs

Access to Document

Embargoed Document

Fingerprint

Research output

A tale of two teachers: Reimagining GCSE modern languages

Turning the tide on disaffection with French? Analyzing pupil motivation to learn French L2: a comparison of CLIL and ‘traditional’ L2 pedagogies in lower secondary

Turning the tide on disaffection with French? Analyzing secondary school pupils’ motivation to learn French: a comparison of CLIL and ‘traditional’ pedagogies in the KS3 classroom

Cite this