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Most Effective Practices for Content and Language Integrated Learning at Hyde Academy, Beijing, China.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Most Effective Practices for Content and Language Integrated Learning at Hyde Academy, Beijing, China./
Author:	Nitschneider, Bradley Thomas.
Description:	1 online resource (239 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Subject:	Foreign language education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355427899

Most Effective Practices for Content and Language Integrated Learning at Hyde Academy, Beijing, China.
Nitschneider, Bradley Thomas.

Most Effective Practices for Content and Language Integrated Learning at Hyde Academy, Beijing, China. - 1 online resource (239 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)--St. Thomas University, 2017.

Includes bibliographical references

The purpose of this qualitative action research study was to investigate the perceptions of teachers about what they considered to be the most effective Content and Language Integrated Learning (CLIL) practices that they were using at Hyde Academy in Beijing, China. This qualitative action research study addressed the problem of how to most effectively teach English language and subject content simultaneously. Three research questions guided the study---based on teacher perceptions: 1) How effective are CLIL practices being used at Hyde Academy? 2) What are the most effective CLIL practices? 3) What are the least effective CLIL practices? Nine teachers participated by filling out a survey focusing on identifying and describing CLIL practices. Four teachers were also interviewed to provide data triangulation. A qualitative action research method was used; the specific type of action research design was the Analysis, Design, Development, Implementation, Evaluation (ADDIE) Model. The specific findings showed giving presentations to be the most effective CLIL practice, and lecturing to be the least effective. The general findings showed that the most effective CLIL practices had four components: 1) making connections, 2) staying student-centered, 3) integrating content and language outcomes, and 4) creating specific learning objectives. The significance of this qualitative action research study was that it offered practical knowledge about specific CLIL practices. The general conclusion reached was that although the CLIL practices identified as the most effective may not be applicable to all educational contexts, the effectiveness principles could be applied to other domains, such as a business setting, to enhance organizational and employee effectiveness. Implications for practice and recommendations for further research were also provided.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355427899Subjects--Topical Terms:

1148430
Foreign language education.
Index Terms--Genre/Form:

554714
Electronic books.

Most Effective Practices for Content and Language Integrated Learning at Hyde Academy, Beijing, China.
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
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502 $a Thesis (Ed.D.)--St. Thomas University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this qualitative action research study was to investigate the perceptions of teachers about what they considered to be the most effective Content and Language Integrated Learning (CLIL) practices that they were using at Hyde Academy in Beijing, China. This qualitative action research study addressed the problem of how to most effectively teach English language and subject content simultaneously. Three research questions guided the study---based on teacher perceptions: 1) How effective are CLIL practices being used at Hyde Academy? 2) What are the most effective CLIL practices? 3) What are the least effective CLIL practices? Nine teachers participated by filling out a survey focusing on identifying and describing CLIL practices. Four teachers were also interviewed to provide data triangulation. A qualitative action research method was used; the specific type of action research design was the Analysis, Design, Development, Implementation, Evaluation (ADDIE) Model. The specific findings showed giving presentations to be the most effective CLIL practice, and lecturing to be the least effective. The general findings showed that the most effective CLIL practices had four components: 1) making connections, 2) staying student-centered, 3) integrating content and language outcomes, and 4) creating specific learning objectives. The significance of this qualitative action research study was that it offered practical knowledge about specific CLIL practices. The general conclusion reached was that although the CLIL practices identified as the most effective may not be applicable to all educational contexts, the effectiveness principles could be applied to other domains, such as a business setting, to enhance organizational and employee effectiveness. Implications for practice and recommendations for further research were also provided.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Bilingual education. $3 1148431
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