Implementation of content and language integrated learning methodological guide to improve learning of science in English
Article Sidebar
Published:
2023-12-29
Keywords:
CLIL, EFL, Science Education, Pedagogy
Main Article Content
Abstract
This research reviews and applies Content and Language Integrated Learning (CLIL) in the framework of teaching sciences in English as a Foreign Language (EFL). It encompasses the need to tailor English language acquisition to the matters and concepts of sciences. The scope was 114 seventh-grade students of the bilingual program at Centro Educativo Internacional La Moderna. The research aims to enhance language acquisition and boost science comprehension through an integrated approach. The outcomes score favorable influence of the CLIL implementation on students' academic achievements, attitudes, and enthusiasm. The findings substantiate the advantages of integrating language and content in promoting language skills while facilitating the grasping of intricate scientific notions. The study contributes to knowledge of the practical deployment of CLIL techniques and their implications on teaching science. Besides, elucidates the potential of CLIL as a pedagogical instrument to enrich language proficiency and science comprehension concurrently. Thus, fosters a holistic educational experience for science learners in EFL educational programs.
Article Details
Section
Original Items
How to Cite
Implementation of content and language integrated learning methodological guide to improve learning of science in English. (2023). Identidad Bolivariana, 7(3), 143-166. https://doi.org/10.37611/IB7ol3143-166
References
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Oxford University Press.
Babbie, E. R. (2019). The Practice of Social Research. Cengage Learning.
Best, J. W. & Kahn, J., (2006). Research in Education. New Delhi.
Bybee, R. W. (2014). The case for STEM education: Challenges and opportunities. NSTA Press.
Cenoz, J., & Ruiz de Zarobe, Y. (2015). Learning through a second or additional language: content-based instruction and CLIL in the twenty-first century. Language, Culture and Curriculum, 28(1), 1-7.
Coyle, D. (2013). CLIL: Content and language integrated learning. Cambridge University Press.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning.
Creswell, J. (2012). Educational research: planning, conducting, evaluating, quantitative and qualitative research (4th Edition ed.). United States of America: Pearson Education Inc. http://repository.unmas.ac.id/medias/journal/EBK-00121.pdf
Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In Encyclopedia of language and education (2nd ed., pp. 71-83). Springer.
Dafouz, E., & Guerrini, M. C. (2022). Assessment in CLIL. Cambridge Scholars Publishing.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. John Benjamins Publishing.
Dalton-Puffer, C., Hüttner, J., & Llinares, A. (2022). CLIL in the 21st Century: Retrospective and prospective challenges and opportunities. Journal of Immersion and Content-Based Language Education. https://doi.org/10.1075/jicb.21021.dal
Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE Handbook of Qualitative Research. Sage Publications.
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). International perspectives on CLIL: Research on content and language integrated learning. Bristol: Multilingual Matters.
Hidalgo-McCabe, B., & Sancho Guinda, C. (2019). The Language of CLIL: Content and Language Integrated Learning. Cambridge Scholars Publishing.
Lasagabaster, D., & de Zarobe, Y. R. (Eds.). (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars Publishing.
Lasagabaster, D., & Doiz, A. (2017). A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 38(5), 688-712.v. https://www.researchgate.net/publication/284709599 _A_Longitudinal_Study_on_the_Impact_of_CLIL_on_Affective_Factors
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge University Press.
Llinares, A., & Morton, T. (2017). CLIL in action: Voices from the classroom. Cambridge University Press.
Llinares, A., Morton, T., & Whittaker, R. (2018). The Roles of Language in CLIL. Cambridge University Press.
Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins Publishing.
Marsh, D. (2002). CLIL/EMILE - The European dimension: Actions, trends and foresight potential. Research Centre for English and Applied Linguistics, University of Cambridge.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan.
Mehisto, P. (2017). CLIL essentials. Cambridge, UK: Cambridge University Press.
Merriam, S. B. (2019). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass. National Science Teachers Association. (2020). The nature of science. https://www.nsta.org/teaching-science/elementary- school/stem-science-and-language-learning/nature-science
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Nikula, T. (2010). CLIL learning: Achievement levels and affective factors. Language and Education, 24(2), 107-121.
Patton, M. Q. (2015). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. Sage Publications.
Pérez Cañado, M. L. (2017). The impact of CLIL on affective factors and vocabulary learning. In V.
Pavón Vázquez, M. L. Pérez Cañado, & R. Sánchez Pérez (Eds.), Content-based language learning in multilingual educational environments (pp. 33-47). Springer.
Ruiz de Zarobe, Y., & Jiménez Catalán, R. M. (Eds.). (2009). Content and language integrated learning: Evidence from research in Europe. Multilingual Matters.
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450-452.
Taylor Bogdan,& De Vault. . (2016). Introduction to Qualitative Research Methods: A Guidebook .
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Babbie, E. R. (2019). The Practice of Social Research. Cengage Learning.
Best, J. W. & Kahn, J., (2006). Research in Education. New Delhi.
Bybee, R. W. (2014). The case for STEM education: Challenges and opportunities. NSTA Press.
Cenoz, J., & Ruiz de Zarobe, Y. (2015). Learning through a second or additional language: content-based instruction and CLIL in the twenty-first century. Language, Culture and Curriculum, 28(1), 1-7.
Coyle, D. (2013). CLIL: Content and language integrated learning. Cambridge University Press.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning.
Creswell, J. (2012). Educational research: planning, conducting, evaluating, quantitative and qualitative research (4th Edition ed.). United States of America: Pearson Education Inc. http://repository.unmas.ac.id/medias/journal/EBK-00121.pdf
Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In Encyclopedia of language and education (2nd ed., pp. 71-83). Springer.
Dafouz, E., & Guerrini, M. C. (2022). Assessment in CLIL. Cambridge Scholars Publishing.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. John Benjamins Publishing.
Dalton-Puffer, C., Hüttner, J., & Llinares, A. (2022). CLIL in the 21st Century: Retrospective and prospective challenges and opportunities. Journal of Immersion and Content-Based Language Education. https://doi.org/10.1075/jicb.21021.dal
Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE Handbook of Qualitative Research. Sage Publications.
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). International perspectives on CLIL: Research on content and language integrated learning. Bristol: Multilingual Matters.
Hidalgo-McCabe, B., & Sancho Guinda, C. (2019). The Language of CLIL: Content and Language Integrated Learning. Cambridge Scholars Publishing.
Lasagabaster, D., & de Zarobe, Y. R. (Eds.). (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars Publishing.
Lasagabaster, D., & Doiz, A. (2017). A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 38(5), 688-712.v. https://www.researchgate.net/publication/284709599 _A_Longitudinal_Study_on_the_Impact_of_CLIL_on_Affective_Factors
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge University Press.
Llinares, A., & Morton, T. (2017). CLIL in action: Voices from the classroom. Cambridge University Press.
Llinares, A., Morton, T., & Whittaker, R. (2018). The Roles of Language in CLIL. Cambridge University Press.
Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins Publishing.
Marsh, D. (2002). CLIL/EMILE - The European dimension: Actions, trends and foresight potential. Research Centre for English and Applied Linguistics, University of Cambridge.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan.
Mehisto, P. (2017). CLIL essentials. Cambridge, UK: Cambridge University Press.
Merriam, S. B. (2019). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass. National Science Teachers Association. (2020). The nature of science. https://www.nsta.org/teaching-science/elementary- school/stem-science-and-language-learning/nature-science
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Nikula, T. (2010). CLIL learning: Achievement levels and affective factors. Language and Education, 24(2), 107-121.
Patton, M. Q. (2015). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. Sage Publications.
Pérez Cañado, M. L. (2017). The impact of CLIL on affective factors and vocabulary learning. In V.
Pavón Vázquez, M. L. Pérez Cañado, & R. Sánchez Pérez (Eds.), Content-based language learning in multilingual educational environments (pp. 33-47). Springer.
Ruiz de Zarobe, Y., & Jiménez Catalán, R. M. (Eds.). (2009). Content and language integrated learning: Evidence from research in Europe. Multilingual Matters.
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450-452.
Taylor Bogdan,& De Vault. . (2016). Introduction to Qualitative Research Methods: A Guidebook .
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.