Content and Language Integrated Learning: A case study of the Ensor Institute, a vocational secondary school in Ostend

Abstract

This article focuses on the implementation of Content- and Language-integrated Learning
in practice-oriented beauty care classes in a school in Ostend. First, a small theoretical
framework on bilingual education is provided. In this chapter, a definition of CLIL is
given and expanded towards education in Belgium. A short general background and the
most important legal aspects are addressed. This chapter, furthermore, deals with the
advantages, disadvantages and results of bilingual education. Lastly, discourse-analysis
and in particular classroom discourse, teacher talk and different types of teacher registers
are shortly addressed. The second part of this thesis deals with the Ensor Institute and
provides insight into the school, its language policy, the CLIL-teacher and the CLILclasses.
The analysis, the last part of this article, is both qualitative and quantitative. The
quantitative section deals with a discourse-analytic comparison of the teacher's turn taking
in two contrasting educational settings, namely CLIL and traditional French classes. The
study concludes with the qualitative data analysis of a focus group discussion with six
students on both general and more specific subjects such as Belgium, languages,
multilingalism, the CLIL-classes and the CLIL-teachers.

Date of Award	1 Jul 2013
Original language	English
Supervisor	Piet Van De Craen (Promotor)