Developing subject knowledge co-construction and specific language use in a technology-enhanced CLIL programme: effectiveness and productive patterns

• Published in: International journal of bilingual education and bilingualism Vol. 25; no. 6; pp. 2172 - 2185
• Main Authors: Zhao, Ke, Zhou, Jiming, Zou, Bin
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.07.2022; Taylor & Francis Ltd
• Subjects: Active Learning; bilingual learners; Bilingual Students; Bilingualism; Business Administration Education; Business English; Chinese; Chinese languages; College Entrance Examinations; College students; Comparative Analysis; Computer assisted language learning; Computer Mediated Communication; Concept Teaching; Content and Language Integrated Learning; Correlation; Discourse Analysis; Educational Environment; English; English (Second Language); English as a second language learning; Foreign Countries; Influence of Technology; Integrated Activities; International Trade; Language; Language Acquisition; Language Tests; Language Usage; language use; Learning Activities; Learning environment; productive patterns; Project-based learning; Quantitative analysis; Second Language Instruction; Second Language Learning; Student Placement; Student Projects; Students; subject knowledge co-construction; Teaching Methods; Technology-enhanced CLIL; China
• DOI: 10.1080/13670050.2021.1890688
• ISSN: 1367-0050

This study investigated Chinese bilingual learners' subject knowledge co-construction and business English language use in a Technology-enhanced Content and Language Integrated Learning (TECLIL) programe. Four intact classes of Year One University business-major students were exposed to two different learning environments - a TECLIL project-based learning environment using Knowledge Forum (KF), and a CLIL project-based learning environment. Data included student oral business presentations, written business reports, subject knowledge test results, student KF server log information, and online interaction records. The results indicated that the TECLIL project-based learning classes outperformed the comparison classes on both subject concept learning and business English language use. The quantitative analysis found that students' KF participation was associated with their content understanding and language development. Micro-level discourse analysis of students' online discussion notes further revealed bilingual students' productive discourse patterns in the TECLIL environment. Theoretical and pedagogical implications are discussed.