Introducing the Linguistic-Cultural Component in the Science Lesson (original) (raw)
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The study aims to reveal the implementation CLIL approach in improving students’ English language use and learning in the science classroom. A descriptive study was employed where data were collected using observation and interview to two classes at of Private Islamic Boarding in West Sumatera. The students for CLIL Strategy are the first grade of junior high school at science classrooms. The result of the research revealed that the use of the CLIL strategy across the curriculum is an effective strategy to develop English language use and learning. The pedagogical implications of the study for the EFL students in science classrooms include the need for teachers to consider underlying theories of teaching English in EFL context taking into account students’ constraints; a focus on the various types of students’ English ability and consider students’ interest in topic selection; teachers to be aware of the significance of the relationship between their attitude and background in clas...
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The use of Content and Language Integrated Learning (CLIL) has been effective to support learning. However, there are still few teachers that implement CLIL in their classroom. The curriculum and material development were made to support science teacher in implementing CLIL in which the integration of both content and language are highlighted. These were designed to enhance bilingual education program in Sekolah Alam Insan Mulia through CLIL. Specifically, these curriculum and material development were for 7th grade students. Using a curriculum and material development approach with 4Cs Framework for analysis, this study involves the design process of incorporating content with CLIL method intended to promote the learning process with high-quality material and learning methods. The process entailed analysing of the context and the curriculum materials, characterizing students’ opportunities to learn effectively, and assessing students’ learning outcomes. The finding of this study is...
Processing Science Through Content and Language Integrated Learning (CLIL): A Teacher's Practicum
In the last 40 years , the Italian education system has been swept by a deep reforming process aimed at innovating curricuiar requirements and in-service teacher training provision. In compliance with the latest reform of the upper-secondary school sectori, the Italian national curriculum for high school students now includes dualfocused education that goes by the name of CLIL (Content and Language Integrated Learning) aimed at improving the acquisition of subject content through a foreign language. Among the CLIL subjects chosen by the schools the most popular is Science. This is easily explained as many upper secondary schools with a longstanding tradition in Italy are science-based and go by the name of Liceo Scientifico, and those who teach Science in the senior year are required to attend a training course in order to obtain CLIL teaching qualifications.
Porta Linguarum Revista Internacional De Didactica De Las Lenguas Extranjeras, 2009
This paper presents the results of a pre-experimental study into language learning in inclusive Content and Language Integrated Learning (CLIL) classrooms at secondary school, in which Science content was taught in English. The pedagogical experience lasted four weeks. The main pedagogical approach followed was the use of learning tasks carried out by students working in dyads. Through the use different indicators extensively employed in the field, the study attempts to measure the gains that students show in fluency and lexical repertoire in a pretest / treatment / post-test research design. The post-test demonstrated significant progress in the assessed indicators. The study also showed that improvements transcend purely formal linguistic aspects and that it is necessary to find other measurement tools which may help us to capture the extent of those improvements. The limited scope of the sample does not allow us to make strong claims about the suitability of pedagogical decisions adopted; however the outcomes encourage us to continue to explore how cooperation among students influences learning in CLIL classrooms.
Review of Science, Mathematics and ICT Education, 2018
Our article deals with a didactic analysis of the teaching of a non-linguistic subject, physics and chemistry, in English, within the framework of "Content and Language Integrated Learning" (CLIL) programs. We describe, from the case study of a science teacher, the articulation between scientific knowledge and language knowledge. From the analysis of video extracts of a lesson about Rutherford's experiment, we produce a description of the asynchronous advance of the different contents at stake. We propose at the end of the article recommendations for the training of teachers who teach in CLIL programs.
The language focus of Science education integrated with English learning
2017
Global education demands being directed to scientific literacy and language proficiency, research on the school integration of Science and English and on the language focus for Science education is highly relevant. One educational approach is CLIL, aiming both at learners’ Content and Language acquisition. The main objective of our work – framed in the socio-constructivism and designed as a case study – is to understand what teaching strategies and classroom interactions have been developed and can be promoted in the “English Plus” project in one Portuguese school to support students, when Science education is integrated with English use. Context characterization shows the importance of developing a language-aware teaching approach to improve the subject education and student learning. To foster that, an instrument has been constructed and is presented here.
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For many pupils the greatest barrier to learning science is the language barrier. This article suggests practical ways in which this barrier can be lowered and language can be used to promote the learner's development in science. The language of both learners ...
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Eurasia Journal of Mathematics, Science and Technology Education
Content and Language Integrated Learning (CLIL) is an approach used in different countries for learning foreign languages (FL) during non-language classes. Studies suggest that teaching methodologies aware of (verbal) language-such as CLIL-and other science modes (operational, symbolic, visual, etc.) can be beneficial for learning science. Within this PhD research, we aimed to understand science education practices and the influence of English (as a FL) on CLIL science teaching/learning. We designed a qualitative case study in a Portuguese school and gathered information through different methods. We found that, because English is present, a science teacher may become more open to the students' (language) learning difficulties and to changing strategies/resources. Besides promoting FL proficiency, CLIL could represent a language-aware approach for enhancing science teaching/learning. This contributes to studies on CLIL and science education with a language focus and opens a reflection on teacher practices/education for the learning of science.
Using mixtures of local language and English in teaching science at the lower primary level
This study examined the use of local language/ mixture of local language and English in teaching natural science at the lower primary school. Using ethnographic tool I document the different natural science events in Ama and Patience classroom. The results revealed that, the use of local language and English in combination at the lower primary level facilitated students learning, understanding and contributions in science lessons.
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Linguistic support was provided for 2 years to the teachers and students involved in a Joint ULB / VUB Master’s programme in Chemistry and Materials Science taught in the English language (October 2007October 2009), as well as a small number of teachers and students from the Aeronautics and Telecommunications sections of the Faculty of Applied Sciences of the ULB. This brief describes the pedagogical measures taken and the analysis of the data collected so as to provide recommendations for good practice in the implementation of Content and Language Integrated Learning (CLIL) at Higher Education. 16 experienced content teachers and 18 students were observed and interviewed. Results generally demonstrate that adaptations to teaching procedures and learning strategies are necessary both for staff and students, compared to teaching and learning in the mother tongue. Students required an adaptation period and found studying in English more tiring than in the mother tongue; they also expr...