How Do CLIL Course Gains Compare to Content Gains in Regular L1 Courses?

The goal of the research was to establish whether students undertaking a content-based course that is taught in a second language, namely English, which are known as Content and Language Integrated Learning (CLIL) courses, are achieving equivalent gains in the acquisition of the content being studied as those students who are learning the same content through an equivalent course that is taught in their first language, which in this study was Thai. The students were enrolled in an advanced Pharmaceutical Science course at one of Thailand's best universities. The course is offered in either Thai or English, with the latter being promoted as advantageous for the students' futures. Contents, pedagogy and assessment requirements were as much as possible the same. Both cohorts were tested for pre-entry knowledge of the course material, mid-semester and exit knowledge. An attempt to compare second language proficiency gains was also considered. The results presented are from the first trial with some unforeseen results arising.

CLIL, Pedagogy, Learning

Science, Mathematics and Technology Learning

Paper Presentation in a Themed Session

  • Dr. Malcolm Field
    • Professor, Faculty of Social Sciences, Kyorin University, Japan Tokyo, Japan
    • I have lived and worked in Japan for about 20 years. In the past five years I have been conducting training in Vietnam, particularly about teaching practice, pedagogy and educational leadership. In the past several years I have been fortunate to collaborate in research with a higher educational instituions in Thailand. I am particularly interested in the learning and heuristics and how beliefs and world-views influecne learning outcomes.
  • Prof. Tsutomu Kitajima
    • Professor, Health Economics, Kyorin University
    • Prof. Tsutomu Kitajima specializes in Health Economics.