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Dispelling the Myth of Elitism and Establishing the Evidence of Inclusion: A Case of CLIL in Online English Education amid COVID-19 Pandemic
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- Author(s): Hu, Hengzhi (ORCID
Hu, Hengzhi (ORCID 0000-0001-5232-913X )- Language:
English- Source:
International Society for Technology, Education, and Science. 2021.- Publication Date:
2021- Document Type:
Speeches/Meeting Papers
Reports - Research - Language:
- Additional Information
- Availability: International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: [email protected]; Web site: http://www.istes.org
- Peer Reviewed: Y
- Source: 22
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Subject Terms:
- Abstract: Educational elitism is an issue to be tackled, the necessity of which has already been widely established but reinforced amid COVID-19 pandemic given that learning has been greatly disrupted; elitism in Content and Language Integrated Learning (CLIL) is a matter of debate, the settling of which still awaits more empirical studies in different educational contexts. Conducted in a particular Chinese higher education provider, this mixed-methods study examined the effects of CLIL in an online English teaching programme and indicated that when teaching practices were appropriately designed and enacted in response to learners' differing needs, students of different academic capabilities could make remarkable achievement in both language learning and content learning. This makes a contribution, though small, toward dispelling the myth of elitism in CLIL and establishes some evidence on the promotion of inclusive education in the time of COVID-19 crisis. However, a critical view should be held to elitism in either online education or CLIL with a much wider research agenda in various educational contexts to be explored. [For the complete proceedings, see ED626149.]
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: ED626289
- Availability:
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