Show simple item record

dc.contributor.authorRoiha, Anssi
dc.date.accessioned2014-11-13T07:40:58Z
dc.date.available2016-05-30T21:45:08Z
dc.date.issued2014
dc.identifier.citationRoiha, A. (2014). Teachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges. <i>Language and education</i>, <i>28</i>(1), 1-18. <a href="https://doi.org/10.1080/09500782.2012.748061" target="_blank">https://doi.org/10.1080/09500782.2012.748061</a>
dc.identifier.otherCONVID_23955666
dc.identifier.otherTUTKAID_63514
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/44640
dc.description.abstractThe present study investigates differentiation in Content and Language Integrated Learning (CLIL) in Finland. Specifically, this combination of a qualitative case study and quantitative survey examines (1) primary teachers’ perceptions of differentiation, (2) the differentiation methods specific to CLIL education the teachers use and (3) the challenges of differentiation they identify. The qualitative phase was conducted in a school which offers CLIL education also to pupils with special needs following the principles of inclusive education. The results revealed that the teachers (n = 51) perceived differentiation in somewhat different ways. In general, the teachers differentiated their CLIL education in a fairly versatile manner with various teaching arrangements and methods and focussed on the differentiation of the language. In addition, the teachers’ perceptions of differentiation correlated with the differentiation practices they used. The greatest challenges of differentiation involved time, material and physical classroom environment. The study indicates that teachers should be more conscious of the nature of differentiation for it to be more purposeful and systematic. Schools should critically re-examine their structures and for instance co-teaching, class-size reduction or remedial teaching could be used more effectively.fi
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesLanguage and education
dc.subject.otherCLIL education
dc.subject.otherdifferentiation
dc.subject.otherthe perceptions of differentiation
dc.subject.otherthe challenge of differentiation
dc.subject.otherteacher
dc.titleTeachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201411073191
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.oppiaineEnglannin kielifi
dc.contributor.oppiaineEnglishen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2014-11-07T04:30:05Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1-18
dc.relation.issn0950-0782
dc.relation.numberinseries1
dc.relation.volume28
dc.type.versionacceptedVersion
dc.rights.copyright© Taylor & Francis. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoinkluusio
jyx.subject.urihttp://www.yso.fi/onto/yso/p18355
dc.relation.doi10.1080/09500782.2012.748061


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record