The role of CLIL education in individuals’ life courses: Retrospective narratives of pupils from a former CLIL class

Abstract

The purpose of the present study is to shed light on the long-term effects of CLIL education on individuals’ lives, which prior research has not sufficiently addressed. More precisely, this dissertation examines former pupils’ perceptions of the significance of CLIL education for their English language learning and self-concept, attitudes and life courses. The dissertation comprises a pilot study (n = 2) (Article I) followed by four individual sub-studies (n = 24) (Articles II–V). The participants in the study (n = 26) are adults who attended English-medium CLIL in the same school in the 1990s. Individual interviews were conducted with each participant in 2016–2017. The data analysis methods employed were thematic content analysis as well as analysis of narratives and narrative analysis. Specifically, Article I examines the effects of CLIL on two former pupils’ lives. Article II delves into the participants’ general experience of CLIL and their perceptions of its effect on their learning. Article III explores the meanings that the participants give to the English language self-concept formed by CLIL in constructing their life courses. Article IV concentrates on the perceived effect of CLIL on the participants’ foreign language and intercultural attitudes, and Article V investigates the role CLIL has played in shaping their English language self-concept. On the whole, the results showed that the participants regarded CLIL as increasing their motivation and facilitating their English learning, particularly in terms of vocabulary and speaking. The findings suggest that CLIL played a significant role in forming the participants’ generally positive attitude toward the English language and creating the foundation for their strong English language self-concept, which had supported them through various life stages. The participants gave particular emphasis to the early start in CLIL. While this is a qualitative case study, the results indicate the potential of early and relatively small-scale CLIL education for developing confident foreign language users and, consequently, increasing plurilingualism in society.