Abstract:
In the last two decades, several studies have reported on the benefits of Content and Language Integrated Learning (CLIL) on students’ affective and cognitive gains, and just as many pedagogical frameworks exist to inform teachers’ design and implementation of CLIL modules/units. However, CLIL is still confined within the classroom walls, and no study has yet investigated CLIL beyond the classroom. Thus, this PhD thesis addresses the above-mentioned gap by reporting on a three year action research project in collaboration with the Civic Museums of Venice and the Liceo artistico Marco Polo and aimed at: (i) developing a pedagogical framework to bridge the gap between CLIL learning at the museum and at school, (ii) understanding the impact of participating in a CLIL museum visit on upper secondary school students’ attitudes and perceived learning outcomes. The project involved the museum staff, 322 upper secondary school students, 11 upper secondary school teachers and the Researcher-practitioner.
A mixed method research design was implemented and results revealed that participating in the CLIL museum visit had a very positive impact on students’ attitudes and perceived learning outcomes. Also, it was found that there was a connection between students’ attitudes and their professional interests and type of school attended. Finally, a pedagogical framework was designed to support both museum educators and teachers’ design and implementation of CLIL activities that bridge the gap between the classroom and the world beyond.
