Äidinkielen rooli vieraskielisen opetuksen eriyttämisessä

Abstract

This article examines the role of pupils’ L1 in Content and Language Integrated Learning (CLIL) and summarises a part of a two-phased mixed methods research. In the qualitative phase, three CLIL teachers were interviewed and their CLIL lessons were observed. In the quantitative phase, a survey was formed based on the results emerging from the qualitative phase which was answered by 44 CLIL teachers in Finland. The results showed that language is an important factor in the differentiation of CLIL education. First, the teachers used pupils’ L1 to differentiate their teaching and to consider the pupils’ affective and emotional features. Second, the pupils’ L1 use was generally accepted in CLIL lessons. The study suggests that systematic and justifiable use of pupils’ L1 can work as an effective method in supporting weak pupils’ participation in CLIL education. However, teachers should ensure that the language objectives are reached.