Abstract

Content and language integrated learning (CLIL) is a growing field, but we have limited knowledge of how students actually experience CLIL teaching. This study examines why students choose CLIL programmes, how they perceive them, and how they assess their science teaching in English L2. Students from two Norwegian CLIL 11th-grade classes (N = 50) answered two questionnaires. The results revealed that students primarily chose CLIL programmes because they view English as a key factor to success in their studies and their future work lives. The pros included improving English, classroom environment, and motivation, and the cons were the diminished role of L1, school environment, and cognitive difficulties in learning through L2. Students were satisfied, noting that their teachers clarified the material and often conferred with and challenged them. However, students lacked the freedom to create their own tasks and felt that L1 needed to be more clearly integrated into the teaching.

中文翻译：

---

“新事物与众不同”：学生对内容和语言综合学习的看法

摘要

内容和语言集成学习（CLIL）是一个不断发展的领域，但是我们对学生如何实际体验CLIL教学的知识有限。这项研究调查了学生为什么选择CLIL计划，他们如何看待它们以及如何评估他们的英语第二语言科学教学。来自两个挪威CLIL 11年级班级的学生（N = 50）回答了两个问卷。结果表明，学生主要选择CLIL课程，因为他们将英语视为成功学习​​和未来工作生活的关键因素。优点包括改善英语，课堂环境和动机，缺点是L1的作用减弱，学校环境和通过L2学习的认知困难。学生感到满意，并指出他们的老师澄清了材料，并经常给予他们挑战。但是，学生缺乏创建自己的任务的自由，并认为需要更清楚地将L1整合到教学中。