Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations

The Content and Language Integrated Learning (CLIL) approach has become one of the most frequent teaching options used as a pivotal element of bilingual programs. Over the last two decades, a lot has been written about its characteristics, its potential, and the methodological approaches that should...

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Autores principales:	Rosa Sánchez-García, Víctor Pavón-Vázquez
Formato:	article
Lenguaje:	EN ES
Publicado:	Universidad de La Sabana 2021
Materias:	project-based learning content and language integrated learning learning outcomes psycho-affective factors students’ collaboration Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/726a90871bad4ba6aa75aa841ab520f3
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spelling	oai:doaj.org-article:726a90871bad4ba6aa75aa841ab520f32021-11-29T02:19:13ZStudents’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations10.5294/laclil.2021.14.1.32011-67212322-9721https://doaj.org/article/726a90871bad4ba6aa75aa841ab520f32021-11-01T00:00:00Zhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/14815https://doaj.org/toc/2011-6721https://doaj.org/toc/2322-9721The Content and Language Integrated Learning (CLIL) approach has become one of the most frequent teaching options used as a pivotal element of bilingual programs. Over the last two decades, a lot has been written about its characteristics, its potential, and the methodological approaches that should be used to encourage such programs. Since the main objective of CLIL is to improve the use of the foreign language as a vehicle for communication by students when accessing and manipulating content matter, it seems evident that methodological strategies should be promoted to provide the opportunity to maximize the use of the language within the classroom. In this respect, project-based learning (PBL) is depicted, in principle, as an ideal proposal for CLIL, since its implementation will entail an increase in language management. Especially concerning the content, this will result in an improvement in students’ ability to perform more comfortably in school and, presumably, more effectively. Nevertheless, there might not be such a straightforward cause-effect relationship and, therefore, it is necessary to dig deeper into the real impact of using PBL. This study is aimed at analyzing its influence from the students’ point of view, to drill down on their feelings and behavior towards PBL and how they tackle and solve the arising challenges. Results have shown interesting information about their views on the benefits of working by projects but also some concerns regarding the use of this teaching and learning model. Rosa Sánchez-GarcíaVíctor Pavón-VázquezUniversidad de La Sabanaarticleproject-based learningcontent and language integrated learninglearning outcomespsycho-affective factorsstudents’ collaborationEducationLSpecial aspects of educationLC8-6691ENESLatin American Journal of Content and Language Integrated Learning, Vol 14, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN ES
topic	project-based learning content and language integrated learning learning outcomes psycho-affective factors students’ collaboration Education L Special aspects of education LC8-6691
spellingShingle	project-based learning content and language integrated learning learning outcomes psycho-affective factors students’ collaboration Education L Special aspects of education LC8-6691 Rosa Sánchez-García Víctor Pavón-Vázquez Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations
description	The Content and Language Integrated Learning (CLIL) approach has become one of the most frequent teaching options used as a pivotal element of bilingual programs. Over the last two decades, a lot has been written about its characteristics, its potential, and the methodological approaches that should be used to encourage such programs. Since the main objective of CLIL is to improve the use of the foreign language as a vehicle for communication by students when accessing and manipulating content matter, it seems evident that methodological strategies should be promoted to provide the opportunity to maximize the use of the language within the classroom. In this respect, project-based learning (PBL) is depicted, in principle, as an ideal proposal for CLIL, since its implementation will entail an increase in language management. Especially concerning the content, this will result in an improvement in students’ ability to perform more comfortably in school and, presumably, more effectively. Nevertheless, there might not be such a straightforward cause-effect relationship and, therefore, it is necessary to dig deeper into the real impact of using PBL. This study is aimed at analyzing its influence from the students’ point of view, to drill down on their feelings and behavior towards PBL and how they tackle and solve the arising challenges. Results have shown interesting information about their views on the benefits of working by projects but also some concerns regarding the use of this teaching and learning model.
format	article
author	Rosa Sánchez-García Víctor Pavón-Vázquez
author_facet	Rosa Sánchez-García Víctor Pavón-Vázquez
author_sort	Rosa Sánchez-García
title	Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations
title_short	Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations
title_full	Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations
title_fullStr	Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations
title_full_unstemmed	Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations
title_sort	students’ perceptions on the use of project-based learning in clil: learning outputs and psycho-affective considerations
publisher	Universidad de La Sabana
publishDate	2021
url	https://doaj.org/article/726a90871bad4ba6aa75aa841ab520f3
work_keys_str_mv	AT rosasanchezgarcia studentsperceptionsontheuseofprojectbasedlearninginclillearningoutputsandpsychoaffectiveconsiderations AT victorpavonvazquez studentsperceptionsontheuseofprojectbasedlearninginclillearningoutputsandpsychoaffectiveconsiderations
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Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations

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