Abstract

The research discussed in this paper is focused on CLIL (Content and Language Integrated Learning), a methodological approach believed to be one of the most powerful instruments in developing plurilingualism as well as more innovative pedagogical approaches (i.e. student-centred). We investigate the methodological approaches CLIL teachers would use in their classrooms, how they assess them and how they compare with the methodological inventory of non-CLIL teachers. We employ a quasi-experimental research design known as vignette experiment. Drawing on existing literature, we identify the dimensions that characterize a classroom learning scenario. We are then able to estimate how teaching preferences vary between CLIL and non-CLIL environments, thus revealing the participants’ perceptions, values, and social norms in two different learning contexts. Results show that CLIL teachers are on average more likely than non-CLIL teachers to prefer innovative approaches and are stricter in evaluating the fictitious learning scenarios. We can also show, however, that the preference for more innovative approaches cannot be observed in all dimensions with the same strength.