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| ERIC #: | EJ728314 |
| Title: | Thinking and Content Learning of Mathematics and Science as Cognitional Development in Content and Language Integrated Learning (CLIL): Teaching Through a Foreign Language in Finland |
| Authors: | Jappinen, Aini-Kristiina |
| Descriptors: | Teaching Methods; Foreign Countries; Learning Processes; Mathematics Instruction; Science Instruction; Cognitive Development; Immersion Programs; Second Language Instruction; English (Second Language); French; Swedish; Language of Instruction; Finno Ugric Languages |
| Source: | Language and Education, v19 n2 p147-168 2005 |
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| Publisher: | Multilingual Matters, Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, UK BS21 7HH. Tel: +44 1275-876519; Fax: +44 1275-871673; e-mail: info@multilingual-matters.com; Web site: http://www.multilingual-matters.com/multi/journals.asp. |
| Publication Date: | 2005-00-00 |
| Pages: | 22 |
| Pub Types: | Journal Articles; Reports - Descriptive |
| Abstract: | This paper presents a study on thinking and learning processes of mathematics and science in teaching through a foreign language, in Finland. The entity of thinking and content learning processes is, in this study, considered as cognitional development. Teaching through a foreign language is here called Content and Language Integrated Learning or CLIL. CLIL refers to all those diverse programmes, including some forms of immersion and bilingual education, where a foreign language is a medium of instruction, affecting the entire learning process of the learner. Thinking and content learning in CLIL manifests itself as analogical CLIL reasoning systems, based on two languages, and is assumed to affect cognitional development. Cognitional development was studied with 669 Finnish mainstream L1 learners aged 7-15 in the public comprehensive school. The experimental group, 335 learners, was taught through English, French or Swedish. The experimental group was compared with a control group of 334 learners, taught through the mother tongue, i.e. Finnish. Cognitional development was studied in terms of individual concepts and conceptual structures that are here called meaning schemes. The results of four measurements in 2002-2003 are presented in which statistical differences were found between the experimental and the control group in cognitional development. |
| Abstractor: | Author |
| Reference Count: | 0 |
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| Note: | N/A |
| Identifiers: | Finland |
| Record Type: | Journal |
| Level: | N/A |
| Institutions: | N/A |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | ISSN-0950-0782 |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | N/A |
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