Effects of Teaching Subjects in a Foreign Language at the Primary Level

Pojem CLIL (ang. Content and Language Integrated Learning) pomeni poučevanje nejezikovnih predmetov v tujem jeziku, kjer gre za hkratno učenje vsebine učnega predmeta in jezika, v katerem se predmet poučuje. V magistrski nalogi smo s pomočjo anketnega vprašalnika preverjali, kakšna je samopodoba in motivacija učencev pri pouku tujega jezika na razredni stopnji osnovne šole. Primerjali smo ali obstajajo razlike med razredi in med učenci, ki so se učili tujega jezika po metodi CLIL in tistimi, ki so obiskovali jezikovni pouk tujega jezika. Izvedli smo tudi polstrukturiran intervju z izvajalko CLIL-a. V raziskavo je bilo vključenih 130 učencev 2. in 3. razreda dveh osnovnih šol. Raziskava temelji na deskriptivni in kavzalno-neeksperimentalni metodi empiričnega pedagoškega raziskovanja. Uporabljena je bila kvantitativna in kvalitativna vsebinska analiza. Rezultati so pokazali, da imajo učenci visoko samopodobo in motivacijo pri tujem jeziku v otroštvu. Razlike med 2. in 3. razredom pri samopodobi in motivaciji ni. Razlika ni statistično značilna, ampak rezultati kažejo, da imajo višjo samopodobo učenci, ki so obiskovali pouk, ki se je izvajal po pristopu CLIL. Glede na dobljene rezultate smo tudi ugotovili, da so učenci, ki so bili v CLIL skupini bolj motivirani pri pouku tujega jezika kot njihovi vrstniki, ki so obiskovali jezikovni pouk tujega jezika.The concept CLIL (Content and Language Integrated Learning) means teaching non-linguistic subjects in a foreign language, where the content of the subjects is learned simultaneously with the language in which the subject is taught. In our Master Degree we tested the self-image and motivation of pupils in a foreign language class on a primary level. We compared, whether differences occur between classes and pupils, who were learning a foreign language via CLIL method and those, who were attending a linguistic foreign language class. A semi-constructed interview with a CLIL executor has been made. 130 pupils from the second and third grade of primary school have been included in this survey. The survey is founded on a descriptive and causal-nonexperimental method of empirical pedagogical research. A qualitative and quantitative content analysis has been used. The results have shown that the students have a high self-image and motivation when it comes to learning a foreign language. No difference in self-image was found within the second and third grade. The difference is not statically characteristic, however, the results show that pupils who attended the CLIL language class have a higher self-image. According to the results we discovered that pupils who attended the CLIL group are more motivated in language class than their peers who attended a linguistic foreign language class