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Hur påverkar SPRINT-undervisning elevers resultat på de nationella proven i engelska?

by Gustafsson, Elin

Abstract (Summary)

The purpose of this study is to investigate if students with CLIL-education (Content and Language Integrated Learning) in Sweden receive an extended knowledge of English compared to students with traditional education. I have conducted this study by comparing the results from national tests in the English A-course and the English B-course performed by both students with CLIL-education and those with traditional education. The result of my study shows that the students with CLIL-education manage to reach a higher score on the tests than the pupils with traditional education both in the A-course and in the B-course. However, both groups reduced their result equally from the test in the A-course to the test in the B-course. There are several potential reasons for this development, but on the basis of my analysis of other research carried out in the field, I suggest the following three reasons: the students with CLIL-education talk less during the lessons, they have a greater amount of teacher supervised lessons and work a lot on their own.

 

Bibliographical Information:

Advisor:

School:Umeå universitet

School Location:Sweden

Source Type:Master's Thesis

Keywords:sprint undervisning nationella prov enkelskkunskaper och på målspråket

ISBN:

Date of Publication:01/01/2009

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