Article published In:
Journal of Immersion and Content-Based Language EducationVol. 11:2 (2023) ► pp.173–203
Vol. 11:2 (2023) ► pp.173–203
CLIL Implementation in Greece
Empirical Findings from 2006 to 2020
Despite the increasing interest in CLIL in Greece over the past decade, Greek CLIL research is largely absent from international review studies. This systematic review focuses on primary and secondary education, and examines peer-reviewed empirical research on CLIL implementation in Greece from 2006 to 2020. A total of 33 items are reviewed using qualitative Content Analysis. Organized according to commonalities shared by their foci, the reviewed items highlight three main research areas of CLIL implementation in Greece: (1) CLIL project evaluation, (2) CLIL students’ development, and (3) CLIL teachers. The reviewed studies suggest that CLIL implementation in Greece tends to be quantitatively examined, context specific, and very small in scale. The reviewed studies are largely outcome oriented and concerned with issues of efficacy. Contrary to project evaluation and learning outcomes, CLIL teachers in Greece have received significantly less attention from empirical research.
Keywords: review, bilingual education, content and language integrated learning, CLIL student, CLIL teacher, elementary school, high school, compulsory education
Article outline
- 1.Introduction
- 2.CLIL in Greece
- 3.Methods
- 3.1Search strategies and outcomes
- 3.2Data analysis
- 4.Findings
- 4.1CLIL project evaluation
- 4.1.1Primary education
- 4.1.2Secondary education
- 4.2CLIL students’ development
- 4.2.1Primary education
- 4.2.2Secondary education
- 4.3CLIL teachers
- 4.3.1Primary and secondary education
- 4.1CLIL project evaluation
- 5.Discussion
- Acknowledgements
-
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