PrimA-CLIL: Multiple Stakeholders’ Perceptions of CLIL and its Implementation at the Primary School Level in Austria

Marie-Theres Gruber

doi:10.53555/es.v3i8.205

Authors

Marie-Theres Gruber Catholic University College of Education, Graz, Austria

DOI:

https://doi.org/10.53555/es.v3i8.205

Keywords:

CLIL, Austria,, primary school, stakeholder, perceptions

Abstract

One of the latest approaches in the field of English Language Teaching is CLIL: Content and Language Integrated Learning. The success of CLIL projects depend largely on the attitudes and reactions of the stakeholders involved. In order to examine the perceptions of the major stakeholders involved in the implementation of a CLIL project at a primary school in Austria, a mixed methods study was conducted , employing focus group interviews, one-on-one interviews and questionnaires in a sequential manner.
The findings from this study suggest that children enjoy t heir English/CLIL lessons and hold largely positive attitudes towards English. Moreover, for the parents, English at the primary school level seems to be important and the students do not appear to be overburdened with CLIL. None of the
stakeholders perceived any disadvantages about the CLIL concept, but they did mention specific concerns about its actual implementation at this particular school.

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Author Biography

Marie-Theres Gruber, Catholic University College of Education, Graz, Austria

References

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PrimA-CLIL: Multiple Stakeholders’ Perceptions of CLIL and its Implementation at the Primary School Level in Austria

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Marie-Theres Gruber, Catholic University College of Education, Graz, Austria

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