dc.contributor.author | Ohlsson, Elisabeth | |
dc.contributor.editor | | |
dc.date.accessioned | 2021-09-14T05:35:17Z | |
dc.date.available | 2021-09-14T05:35:17Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Ohlsson, E. (2021). Perspectives on written L1 in Swedish CLIL education. <em>Apples : Journal of Applied Language Studies</em>.15(2), 19-41. <a href='https://doi.org/10.47862/apples.98178'>DOI: 10.47862/apples.98178</a> | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/77785 | |
dc.description.abstract | This article presents a longitudinal investigation of texts written by students in
upper secondary schools in Sweden. The texts are collected at three different
schools implementing Content and Language Integrated Learning, CLIL, where
school subjects are taught in a second or foreign language, L2, in this case English.
CLIL research with an L1 focus in the Swedish context is rare. The present study
explores and compares vocabulary use in texts written in L1 Swedish by students
attending schools where English is used as the medium of instruction to various
degrees, thereby representing diverse CLIL models. One school uses English in
practically all subjects except in language arts (subject area of Swedish and
optional German/French/Spanish). The other two schools use L2 English in some
lessons but not all, thus representing other CLIL models. The data comprises 306
pieces of texts that were analysed using quantitative and corpus linguistic methods
to examine the vocabulary use including linguistic variables connected to academic
writing. The texts were written at four different occasions during a period of three
years, Results indicate that the L1 vocabulary use concerning specific word
variables show no substantial diversifications between the three CLIL schools
despite the dissimilar exposure to L2 English and L1 use. The impact of L2 on
students’ L1 is sometimes raised as an apprehension against CLIL education in
Sweden. The results regarding productive written academic vocabulary of the
present study indicate that there are no grounds for such concerns. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Centre for Applied Language Studies, University of Jyväskylä | |
dc.relation.ispartofseries | Apples : Journal of Applied Language Studies | |
dc.rights | CC BY 4.0 | |
dc.subject.other | CLIL | |
dc.subject.other | upper secondary education | |
dc.subject.other | text linguistic variables | |
dc.subject.other | academic writing | |
dc.subject.other | L1 | |
dc.title | Perspectives on written L1 in Swedish CLIL education | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-202404243082 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 19-41 | |
dc.relation.issn | 1457-9863 | |
dc.relation.numberinseries | 2 | |
dc.relation.volume | 15 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2021: The authors | |
dc.rights.accesslevel | openAccess | |
dc.format.content | fulltext | |
dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.47862/apples.98178 | |