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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 11:2 (2023) ► pp.173–203

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CLIL Implementation in Greece

Empirical Findings from 2006 to 2020

ORCiD logo with link | University of Jyväskylä
Published online: 26 April 2023
DOI logo with link
https://doi.org/10.1075/jicb.21011.var
Abstract
Despite the increasing interest in CLIL in Greece over the past decade, Greek CLIL research is largely absent from international review studies. This systematic review focuses on primary and secondary education, and examines peer-reviewed empirical research on CLIL implementation in Greece from 2006 to 2020. A total of 33 items are reviewed using qualitative Content Analysis. Organized according to commonalities shared by their foci, the reviewed items highlight three main research areas of CLIL implementation in Greece: (1) CLIL project evaluation, (2) CLIL students’ development, and (3) CLIL teachers. The reviewed studies suggest that CLIL implementation in Greece tends to be quantitatively examined, context specific, and very small in scale. The reviewed studies are largely outcome oriented and concerned with issues of efficacy. Contrary to project evaluation and learning outcomes, CLIL teachers in Greece have received significantly less attention from empirical research.
Περίληψη
Παρά το αυξανόμενο ενδιαφέρον για το CLIL στην Ελλάδα την τελευταία δεκαετία, η ελληνική έρευνα στο CLIL απουσιάζει σε μεγάλο βαθμό από διεθνείς μελέτες ανασκόπησης. Η παρούσα συστηματική ανασκόπηση επικεντρώνεται στην πρωτοβάθμια και δευτεροβάθμια εκπαίδευση και εξετάζει την αξιολογημένη από κριτές εμπειρική έρευνα σχετικά με την εφαρμογή του CLIL στην Ελλάδα από το 2006 έως το 2020. Συνολικά ανασκοπούνται 33 μελέτες με χρήση ποιοτικής Ανάλυσης Περιεχομένου. Οργανωμένες σύμφωνα με τα κεντρικά κοινά τους σημεία, οι μελέτες αυτές δίνουν έμφαση σε τρεις κύριους ερευνητικούς τομείς εφαρμογής του CLIL στην Ελλάδα: (1) αξιολόγηση των πρότζεκτ CLIL, (2) μαθησιακή ανάπτυξη των μαθητών CLIL και (3) δάσκαλοι CLIL. Οι ανασκοπημένες μελέτες υποδεικνύουν ότι η εφαρμογή του CLIL στην Ελλάδα τείνει να εξετάζεται ποσοτικά, να γίνεται εντός περιορισμένων πλαισίων και να είναι πολύ μικρής κλίμακας. Οι ανασκοπημένες μελέτες είναι σε μεγάλο βαθμό προσανατολισμένες στα μαθησιακά αποτελέσματα και αφορούν σε θέματα αποτελεσματικότητας του CLIL. Σε αντίθεση με την αξιολόγηση των πρότζεκτ και τα μαθησιακά αποτελέσματα, οι δάσκαλοι CLIL στην Ελλάδα δεν έχουν λάβει αρκετή προσοχή στην εμπειρική έρευνα.
Article outline
  • 1.Introduction
  • 2.CLIL in Greece
  • 3.Methods
    • 3.1Search strategies and outcomes
    • 3.2Data analysis
  • 4.Findings
    • 4.1CLIL project evaluation
      • 4.1.1Primary education
      • 4.1.2Secondary education
    • 4.2CLIL students’ development
      • 4.2.1Primary education
      • 4.2.2Secondary education
    • 4.3CLIL teachers
      • 4.3.1Primary and secondary education
  • 5.Discussion
  • Acknowledgements
  • References
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