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What are the similarities and differences between content and language integrated learning (CLIL) and content-based instruction (CBI)? In your opinion, what are some limitations or challenges when using the CBI and CLIL approaches in the U.S.? 

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What are the similarities and differences between content and language integrated learning (CLIL) and content-based instruction (CBI)? In your opinion, what are some limitations or challenges when using the CBI and CLIL approaches in the U.S.? 

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CLIL was first introduced in European schools, where students would study a subject and learn a language at the same time. De Graff and Van Silgenbury (2012) provided an example that students in the Netherlands studied content areas such as science through English, and meanwhile they developed proficiency in Dutch (as cited in Baker & Writhe, 2021). In CLIL programs, students not only learn communicative skills in another language but also gain competence in academic domains in the same language (Baker & Wright, 2021). The aim is to help students acquire academic knowledge and skills in the target language simultaneously. However, they are adding new languages but not replacing students’ native languages.

In the US, content-based instruction (CBI) shares similarities with CLIL since CBI also promotes students to learn target languages through content areas. However, Baker and Wright (2021) stated that in the US, CBI focused on helping language minority students gain proficiency in English.

When implementing CBI in school, students may put more focus on the content rather than maintaining accuracy in the use of the target language. Also, when there is a new immigrant student in the classroom with limited knowledge of the target language, English, this student may struggle to understand the contents, even though he or she may know the knowledge in their native language. When using the CLIL approach, the schools may not be able to find qualified teachers as well as materials to teach both academic content and language skills in the foreign languages the schools aim to offer. Moreover, CLIL may cause confusion for teachers on what to assess and evaluate. Will the assessment aim to measure students' knowledge of academic content or language proficiency?

Reference:

Baker, C. & Wright, W. (2021). Foundations of Bilingual Education and Bilingualism. Multilingual Matters.

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Randomized control trials (RCTs) are considered the 'gold standard' in research. Many scholars, however, argue the use of RTCs in bilingual education effectiveness research (and in education in general) is impractical and unethical. Do you agree? Why or why not?

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Randomized control trials (RCTs) are considered the 'gold standard' in research. Many scholars, however, argue the use of RTCs in bilingual education effectiveness research (and in education in general) is impractical and unethical. Do you agree? Why or why not?

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The focus being on both language and content education, which is similar to what I did when I worked for VIPKid. CBI is focused on learning the second language while teaching content.

In the US, we use CBI to help non-English speakers learn English while attempting to not sacrifice content with the focus on students performing well on standardized tests.

The main limitation I see for both is the limitation of attitude. In the US, we focus more on students learning English instead of fostering bilingual or multilingualism.

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I believe that RCTs may not be effective to use in the field of bilingual education. To begin with, the school reality is more subjective than objective. Bilingual and general education involve a wide range of stakeholders, including parents, teachers, students, administrators, and school districts, etc. Baker and Wright (2021) stated that “random assignment of students to different types of programs is unethical. Parental choice is taken away” (p. 285).

While the outcomes of randomized controlled trials (RCTs) can be generalized to a larger population, student samples in bilingual education are typically small and subjective, making it difficult for them to represent a larger population.

RCTs are mostly quantitative experiments, although some qualitative approaches can be elements of RCTs. When measuring students’ success in bilingual education through proficiency test result analysis, RCTs may be effective. But Baker and Wright (2021) pointed out a valuable question which was "what tests or other sources of evidence are used to determine whether a form of bilingual education is successful?" (p.283). To measure the success of a bilingual education, students' social development, motivation, and identity, ect. are also important to investigate. Additionally, as Baker and Wright (2021) noted, “an experiment does not investigate the process” (p. 284). Teachers will inevitably bring their own perspectives and experiences to the research process.

Reference:

Baker, C. & Wright, W. (2021). Foundations of Bilingual Education and Bilingualism. Multilingual Matters.

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Based on my understanding, CLIL is a teaching approach designed to help language majority students acquire an additional language, while CBI is aimed at helping language minority students achieve proficiency in English. Additionally, CBI seems to focus on improving students' language skills by teaching subject content, with language serving as the medium to achieve subject objectives.

CLIL emphasizes integrating language learning into subject content, where language and subject matter complement each other. 'the major concern is about education, not about becoming bilingual and multilingual, and that multiple language proficiency is the "added value" which can be obtained at no cost to other skills and knowledge' (p. 524).

I agree with Erin's statement that in the United States, the emphasis seems to be on how to make students proficient in English rather than cultivating students to become bilingual or multilingual. Additionally, considering that students in the United States come from different cultural and linguistic backgrounds, with varying needs, providing personalized teaching methods and support for different students poses a challenge to the implementation of CLIL and CBI.

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The effectiveness of bilingual education inevitably goes far beyond language of instruction and language outcomes. What other factors are essential to consider? 

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The effectiveness of bilingual education inevitably goes far beyond language of instruction and language outcomes. What other factors are essential to consider? 

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There are multiple factors that can influence the effectiveness of bilingual education. In my perspective, having professional, qualified, and enthusiastic teachers is essential. Bilingual education teachers must not only help students gain competency in their second or third language but also spend time learning about the students' culture, family background, socioeconomic status, and so on. Furthermore, bilingual education teachers should be able to provide strong literacy instruction in both languages. With sufficient knowledge of both languages and an understanding of students’ individual needs, teachers can better deliver instructions that support students in learning. Based on Baker and Wright (2021), another crucial factor is the leadership of schools. “Strong leadership, the willingness to hire bilingual teachers, and high expectations of bilingual students tend to be part of the repertoire of effective leaders” (Hamayan & Field, 2012, as cited in Baker and Wright, 2021). Effective leadership can guide the school and its teachers in the right direction. In addition, bilingual schools should acknowledge the value of each culture present in schools and treat all students equally. Teachers, administrators, and other stakeholders should avoid bringing their personal biases into school and instead encourage students to respect different cultures.

Reference:

Baker, C. & Wright, W. (2021). Foundations of Bilingual Education and Bilingualism. Multilingual Matters.

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I agree with Baker and Lewis (2015: 119, as cited on p. 585). RCTs are great for laboratory settings, but schools and classrooms are too complex for this standard. For educational purposes, randomized control trials can be impractical and unethical. To make them more ethical and practical, we would need to use participants who didn't need the education i.e. not students, but where would we get that population? How would we motivate them to learn for a study?

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One of the factors I find most interesting and fun is enculturation: the fostering of culture in a bilingual classroom. I was excited to read about how Welsh students have ingrained learning Welsh with their heritage culture (p.624). It was also exciting to read about Texas using ethno-mathematics (625). I think this also ties into the supportive ethos and environment on page 658. Having a space where children feel safe and seen is important for all around development.

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I believe, much like my perspective in the previous question, that students come from diverse backgrounds, and these complex factors are difficult to fully account for in one experiment, making it challenging to ensure the accuracy and reliability of research results. Baker and Lewis (2015:119) also noted that RCTs tend to be applicable in laboratory settings, where various variables can be completely controlled. However, variables in schools and classrooms are dynamic, complex, and constantly changing, making them difficult to predict and consistent. Therefore, RCTs may not be as appropriate or relevant for educational issues.

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I believe that teaching resources and environment are crucial. High-quality resources and environment can facilitate more effective teaching and learning. In addition, teaching methods and curriculum design are also important factors influencing bilingual education. It's important to meet the individual needs of each student, although this can be challenging. Moreover, bilingual education programs often require strong government support. Good curriculum and excellent teachers need funding for development. By promoting bilingual education through government initiatives and with support from the community and families, bilingual education programs can become more widespread.

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I particularly like this quote from Baker & Wright (2021) - "Yet the emphasis is

very much on education and not just on language: ‘the major concern is about education, not about becoming bilingual or

multilingual, and that multiple language proficiency is the “added value” which can be obtained at no cost to other skills and

knowledge, if properly designed' (Baetens Beardsmore, cited in García, 2009a: 211, original emphasis)" (pg. 472). It seems initially this may be a challenge since the emphasis is not place on language learning. However, I can see several positive outcomes as well. One, the student is absorbing the language along with his or her studies. Therefore, there may not experience some of the pressures/ expectations others feel when learning a different language.

However, we can clearly see that CBI is solely focused on the ELL student learning one language - English. As we have seen before, students may use multiple languages in order to define, understand, or make others see what they are talking about by using both languages. So there are certainly some limitations which restrict these students when entering US school systems.

Baker, C. & Wright, W. (2021). Foundations of Bilingual Research and Bilingualism. Multilingual Matters.

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Baker, C. & Wright, W. (2021) note, "In reality, meeting this gold standard is problematic. To date, only the Steele et al. (2017) study described earlier in this chapter has come close to adopting an RCT model" (pg. 526). Taking this into consideration, its effectiveness is in itself ineffective making these tests unethical. The authors further note, "[RCTs tend only] to work in a laboratory setting which can be reduced to single components and controls, whereas schools and classrooms have complex multi-causality, are ever dynamic and fluid, evolving and ever-changing, some unpredictable and inconsistent" (pg. 527). Therefore, if they only work in the lab, this would be unachievable in the classroom.

Baker, C. & Wright, W. (2021). Foundations of Bilingual Research and Bilingualism. Multilingual Matters.

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Content and Language Integrated Learning (CLIL) tends to focus more on education rather than the language itself. This means that their goal is for students to learn through the use of content learning through the use of another language to develop that additional language. An example of this would be teaching physics in Spanish. The students are not necessarily learning to become multilingual instead it is seen as "added value." (pg. 237) They emphasize education through the use of a different language due to the increase in jobs where many employers are looking for employees as many companies are interested in multilingual and transnational workers.

CBI or (Content-based Instruction) shares a few similarities with CLIL as they both are intended to promote the use of language within the classroom, but CBI tends to focus more on the use of language through content. This type of approach can sometimes be risky because students can misuse this and focus more on the content area rather than the learning process through the use of language and improving language proficiency.

I believe there are quite a few limitations with the use of these methods because as we noticed, there are not many DLI programs within GA. One reason could be because of the population within the location. If many minorities speak the majority language, then it would be seen as valuable to add a DLI program within the school. In addition, I think there is a lack of educators to help non-English students learn the language while also focusing on the content and meeting the curriculum.

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I would agree with everyone on how RCTs within the classroom are seen as unethical and can result in many limitations to this type of experiment. Throughout this chapter, the author highlights how children cannot be isolated as many factors may make for effective education. (pg. 272) Students have a variety of characteristics which makes it hard to receive accurate results through the use of RCTs. That is why the author states that this type of model works best in a lab setting rather than the classroom.

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One factor that I find is important to the effectiveness of bilingual education is emphasizing family involvement and engagement. Providing parental involvement can help students' effectiveness at school. Teachers can provide at-home-school collaboration and encourage parents to become more involved in their child's education. (pg. 302) Things to keep parents involved can be meetings/conferences, weekly communications with teachers and school counselors, and being a part of the school community such as providing events/workshops that cater to their cultural background or even classes such as ESL for parents as well. Once students notice that their parents are involved in the classroom and school community, they feel a sense of belonging and are not seen as outcasts.