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Hur påverkar SPRINT-undervisning elevers resultat på de nationella proven i engelska?
Umeå University, Faculty of Arts, Department of language studies.
2009 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

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.


Place, publisher, year, edition, pages
2009. , 27 p.
Keyword [sv]
SPRINT-undervisning, nationella prov, enkelskkunskaper och undervisning på målspråket
URN: urn:nbn:se:umu:diva-22960OAI: diva2:218763

Available from: 2009-06-17 Created: 2009-05-21 Last updated: 2009-06-17Bibliographically approved

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