Loreta Andziulienė, Daiva Verikaitė-Gaigalienė 
Vytautas Magnus University, Lithuania; https://orcid.org/0000-0002-9584-4550, https://orcid.org/0000-0003-4724-3723
DOI: https://doi.org/10.36534/erlj.2019.01.03
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2019-1(1). Boosting the Educational Experiencing of Language, pp. 23-34
Abstract
The aim of the present study is to investigate the present state and existing models of Content and Language Integrated Learning (CLIL) in the monolingual context of Lithuania and the current perspective of school administrators (school principals and vice-principals) on CLIL and its implementation in Lithuanian secondary schools. A survey of three hundred and one school administrators was conducted. The article discusses the results of the survey by considering the present state of CLIL in Lithuanian secondary schools, the factors that would motivate school administrators to be more willing to engage in CLIL implementation, and the help that school administrators perceive as necessary for more efficient CLIL implementation in their schools. The results of the present study are intended to provide suggestions and recommendations for using CLIL more effectively in Lithuanian secondary school classrooms.
Keywords: CLIL, bilingual education, secondary schools, school administrators, survey
Go to full Volume 2019-1(1)
Go to Educational Role of Language Journal – main page
Go to International Association for the Educational Role of Language – main page