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

Ke Zhao, Jiming Zhou*, Bin Zou

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)2172-2185
Number of pages14
JournalInternational Journal of Bilingual Education and Bilingualism
Volume25
Issue number6
DOIs
Publication statusPublished - 2022

Keywords

  • bilingual learners
  • language use
  • productive patterns
  • subject knowledge co-construction
  • Technology-enhanced CLIL

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