Processing Science Through Content and Language Integrated Learning (CLIL): A Teacher's Practicum (original) (raw)
Related papers
Teachers’ View of Language(S) in (Clil) Science Education: A Case Study in Portugal
Problems of Education in the 21st Century
The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data col...
Taking CLIL-Science Beyond Merely Language + Science: A Case Study
This volume contains a selection of thè papers, seminars and workshops presented in thè First International Conference on English Language Teaching and Learning (ICELTLi), held at thè University of Santiago, Spain, in September 2008, as well as a number of valuable originai contributions by other specialists who were involved in thè conference. It aims to represent thè views of teachers, scholars, researchers, teacher trainers and curriculum developers from ali over thè world, from thè USA and Japan to Europe. It is addressed to ELT teachers, researchers and professionals who want to reflect upon and develop their knowledge and practice of current issues in English language teaching and learning. Current problems in many of thè areas of ELT are given different solutions depending on thè context in which respective contributors conduct their work. It is precisely this international perspective that makes this volume unique and illustrative of different realities with a similar objective in mind: thè implementation and improvement of English language teaching. The various contributions have been organised in four main sections that correspond to thè major focal topics of thè conference: teacher training and development, classroom management and practice, new technologies and language teaching, and research on learner language.
Can “Integrated Learning” with English support science education? A case study in Portugal
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.
Experimental teaching of Sciences in the English language (CLIL
The implementation of experimental and creative practices and teaching methods in education, and in Foreign Language Teaching (FLT) in particular, is rendered significant due to the changes made in Curricula, the decisions taken by the Council of Europe, the emergence of the need for language learning and the development of multilingualism and multi-literacy, and finally, in the case of Greece, the decisions taken by the Ministry of Education (Law 3966) for the Model and Experimental Schools. In this context, Content and Language Integrated Learning (CLIL) was implemented at the 2nd Experimental Senior High School of Thessaloniki by the teachers of English, Chemistry and Physics, in the units of chemical compounds and reactions for Chemistry and Newton's Laws for Physics during the school year 2015-2016. The summative assessment and the questionnaire, structured on the 4 Cs of CLIL, show that the language does not hinder the understanding of the content; on the contrary it develops students' language skills.
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.
The linguistic impact of a CLIL Science programme: An analysis measuring relative gains
The present study seeks to contribute new evidence regarding the linguistic progress achieved over one academic year by Content and Language Integrated Learning (CLIL) secondary education learners, enrolled in an English-medium Science course. It gauges the relative linguistic gains resulting from the CLIL programme in contrast with a formal instruction (FI) programme developed in the same school. Participants were followed longitudinally with a pre-test, post-test design. Tests used to elicit data were modelled on the type of tasks used both in FI and CLIL. They tapped into the productive and receptive skills of the learners. The sample included 2 groups of bilingual Catalan/Spanish participants, English being their L3 (N = 50 each). One group had FI plus CLIL in the Science course, (experimental group), the other had FI only (control group). Results obtained confirm that larger relative gains are obtained by the FI + CLIL programme, however not in all domains and to the same degree: relative higher gains accrue in reading, as expected, but not in listening. Similarly, their writing ability, and particularly so their accuracy, shows higher relative gains, and so do their lexico-grammatical abilities. In sum, in the CLIL programme analysed, reading and grammar seem to benefit the most.
CLIL and the Teaching of Foreign Languages
Procedia - Social and Behavioral Sciences, 2012
Nowadays, some schools across all Czech educational system try to integrate curricula subjects. That means that students use not only their acquired knowledge but also their skills across curricula. Thus, speaking of foreign language tuition, students use English medium to study subjects such as geography, history or mathematics that were originally taught in the native language, in this case in Czech. This type of learning is exploited in the so-called Content and Language Integrated Learning (CLIL), which involves teaching a curricular subject through the medium of a foreign language. The purpose of this paper is therefore to discuss CLIL, its benefits, constraints and tips for teaching.
Journal of Innovation in Educational and Cultural Research
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...
Online Submission, 2013
The recent reform act for the Italian upper secondary school has ruled the gradual introduction, from the 2012-2013 school year onwards, of the CLIL (content and language integrated learning) methodology in the Licei and technical schools. While CLIL clearly offers students great opportunities for developing their skills and abilities in a foreign language, used as the medium of instruction, the impact of CLIL on the teaching/learning process, for the non-language subject contents, still needs to be investigated. The paper focuses on the training of mathematics CLIL teachers. Then, we try to identify the areas of competence that are necessary for CLIL teachers in general and mathematics CLIL teachers in particular. Our analysis is supported by the outcomes from a questionnaire. In the analysis, we make mainly use of the text linguistic perspective.