Embedded English : integrating content and language learning in a Swiss primary school project

Stotz, Daniel; Meuter, Tessa

doi:10.5169/seals-978405

Publication type:	Article in scientific journal
Type of review:	Peer review (publication)
Title:	Embedded English : integrating content and language learning in a Swiss primary school project
Authors:	Stotz, Daniel Meuter, Tessa
DOI:	10.5169/seals-978405
Published in:	Bulletin suisse de linguistique appliquée
Volume(Issue):	77
Page(s):	83
Pages to:	101
Issue Date:	2003
Publisher / Ed. Institution:	Vereinigung für Angewandte Linguistik in der Schweiz
ISSN:	1023-2044
Language:	English
Subject (DDC):	371: Schools and their activities 418.0071: Language teaching 420: English
Abstract:	This paper reports on an evaluation study of a project introducing English in a partial immersion approach in Zurich starting in the early years of primary school. The challenge the project faces is two-fold: first, the educational authorities have overturned the traditional Swiss policy of learning the neighbouring region?s language first. Second, they have opted for a low key approach of 20 minutes? daily teaching in English using a Content and Language Integrated Learning (CLIL) rather than an EFL method. The independent two-year study carried out by the authors works out the complex relationship between classroom interaction and the acquisition of early language structure (lexicon and morphology) as well as interactional competence (listening comprehension and dialogic tests). The paper focuses on three key questions: - How do the primary school teachers implement the method they were instructed in? - What observable behaviour by teachers and pupils is associated with learning outcomes? - How much and what kind of exposure to the new language is required to make the CLIL method sustainable, i.e. to reach the set objectives? The results gained from classroom observation and tests lend support to the hypothesis that a minimalist immersive method tends to fall short of authorities?, parents? and teachers? expectations. This is partly due to a lack of continuity and reinforcement of new language material as well as teacher-centred interaction. The Swiss sociolinguistic context is intricately tied to the project. Significantly, it promotes English, which is not an official language in Switzerland, as an international language of communication rather than as a lingua franca for intranational understanding, a taboo topic in this country. It is suggested that the Zurich project presents a socio-economic trade-off and runs the risk of losing sight of the ulterior goal of second language acquisition.
URI:	https://digitalcollection.zhaw.ch/handle/11475/16389
Fulltext version:	Published version
License (according to publishing contract):	Licence according to publishing contract
Departement:	School of Management and Law
Appears in collections:	Publikationen School of Management and Law

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Stotz, D., & Meuter, T. (2003). Embedded English : integrating content and language learning in a Swiss primary school project. Bulletin Suisse de Linguistique Appliquée, 77, 83–101. https://doi.org/10.5169/seals-978405

Stotz, D. and Meuter, T. (2003) ‘Embedded English : integrating content and language learning in a Swiss primary school project’, Bulletin suisse de linguistique appliquée, 77, pp. 83–101. Available at: https://doi.org/10.5169/seals-978405.

D. Stotz and T. Meuter, “Embedded English : integrating content and language learning in a Swiss primary school project,” Bulletin suisse de linguistique appliquée, vol. 77, pp. 83–101, 2003, doi: 10.5169/seals-978405.

STOTZ, Daniel und Tessa MEUTER, 2003. Embedded English : integrating content and language learning in a Swiss primary school project. Bulletin suisse de linguistique appliquée. 2003. Bd. 77, S. 83–101. DOI 10.5169/seals-978405

Stotz, Daniel, and Tessa Meuter. 2003. “Embedded English : Integrating Content and Language Learning in a Swiss Primary School Project.” Bulletin Suisse de Linguistique Appliquée 77: 83–101. https://doi.org/10.5169/seals-978405.

Stotz, Daniel, and Tessa Meuter. “Embedded English : Integrating Content and Language Learning in a Swiss Primary School Project.” Bulletin Suisse de Linguistique Appliquée, vol. 77, 2003, pp. 83–101, https://doi.org/10.5169/seals-978405.