Content and Language Integrated Learning (CLIL), that is an umbrella term for an open didactic teaching approach, where all or only particular contents of non-language subject or subjects are addressed in the target language, is one of the most effective ways to achieve the European multilingual policy.
In the theoretical part of the master's thesis we identified CLIL didactic approach, its forms of implementation, advantages and disadvantages, its history, then we provided an overview of the CLIL implementation in the European education systems, and finally, summarized the research findings in the field of CLIL. With the help of the featured CLIL models we described how to introduce CLIL approach in the classroom practice. In the empirical part, we determined the impact of CLIL approach implemented in English class teaching, the English knowledge (listening and reading comprehension and written communication), the pupils' attitudes towards the English language and the English class teaching. We were also interested in the impact of parental educational level on their children's knowledge of English language (listening and reading comprehension and written communication) and their attitude towards the English language. The objective of the research was also to determine the pupils’ satisfaction with CLIL didactic approach, respectively the approach-based activities and individual reasons for their decision making.
The results have shown that CLIL approach has a positive impact on the pupils' knowledge of English language (reading comprehension and written communication), on the pupils' attitudes towards the English language and the English class teaching. The research has also suggested that the parental education level does not affect the pupils' knowledge of English language and their attitude towards the English language, and that three-quarters of the pupils were satisfied with the activities that were carried out by using CLIL approach. Among the justifications why the pupils were fond of these activities, the learning category is the most significant, closely followed by the content category. These data suggest that CLIL approach was carried out successfully, since, in addition to the language learning, the pupils were aware of learning about the individual teaching strategies and the content learning, which is one of the key objectives of this approach.
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