CLIL IN HIGHER EDUCATION: A CASE STUDY

This study analyzes students' perceptions of the effectiveness of a Content and Language Integrated Learning (CLIL) course offered at the Faculty of Foreign Languages at the University of Urbino, Italy. In CLIL, non-linguistic content is taught through the medium of a foreign language. In particular, the CLIL approach aims to promote both content knowledge and foreign language acquisition: "in the teaching and learning process, there is a focus not only on content, and not only on language" (Coyle et al. 2010). In keeping with this theoretical framework, a CLIL blended model was implemented in a first-year English Sociolinguistics class. Face-to-face classroom instruction was integrated with online learning; course-tailored activities and resources were created with free online tools and made available on the class website. CLIL technology-enhanced learning was designed to cater to digital-age learners. Data for the present study were collected through a questionnaire which was administered to students upon completion of the course. Results were analyzed with regard to learners' perception of the effectiveness of the CLIL blended model implemented and the degree of involvement with the online learning environment. The findings of the present study can be applied to other contexts in higher education where the CLIL approach is implemented.