Teaching psychology at university using the content and language integrated learning (CLIL) approach

  1. José I. Navarro-Guzmán 1
  2. Elena Romero-Alfaro 1
  3. Inmaculada Menacho-Jiménez 1
  4. Estíbaliz Aragón-Mendizábal 1
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Any de publicació: 2021

Número: 35

Pàgines: 77-91

Tipus: Article

DOI: 10.30827/PORTALIN.V0I35.16858 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resum

A lesson in a psychology course given to university students is presented, using the Content and Language Integrated Learning (CLIL) approach. A total of 78 psychology freshmen college students participated in this experiment. All participants received four lessons in a regular university class. The lessons were about general concepts on psychological disorders. The lessons were taught in English. Different quantitative and qualitative aspects of content acquisition were assessed. In addition, attitudes about and motivation to participate in this bilingual learning practice at the university were evaluated. Results showed a high level of approval and motivation for this methodology, along with a significant assimilation of the content taught. In conclusion, intensifying interaction and diversifying of linguistic skills, as well as adjusting the lecturing time to match the students’ learning capacity and the professor’s second language proficiency, could potentially improve this CLIL experience.

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Fuente de los datos: Dialnet