Abstract
This paper reports on the implementation of a Content and Language Integrated Learning (CLIL) approach to teach a science subject topic to young learners. The participants of the study were 10-11 year-old elementary school children who lived in Tahiti, French Polynesia. The study comprised four identical lessons: a) two CLIL lessons (English/L2); and b) two science subject lessons (French/L2). The approach used in the lessons drew on the principles of CLIL and sociocultural theories. The study was designed to investigate if CLIL could be applied effectively with beginner level young learners with 25- to 30-minute English as a Foreign Language (EFL) showers. The study also sought to explore if there would be any observable differences between a CLIL lesson (L2) and a subject lesson (L1) regarding: a) the teaching/learning of content knowledge; b) the learnersâ willingness to participate in classroom activities; and c) the types of classroom interactions used. The study employed video recordings to gather data. The videotaped data were transcribed and the transcribed data were analyzed qualitatively by focusing on classroom exchanges, and non-verbal contextual elements. The data were also analyzed qualitatively by using descriptive statistics, and the results obtained were presented through histograms. The results indicated that successful CLIL practice is possible with Breakthrough level young learners. This study also showed that dialogic exchanges can be used both as a means for scaffolding content and language learning.
Highlights
Content and Language Integrated Learning ( CLIL) CLIL is a generic term used to describe an educational approach that uses a foreign, regional or a minority language or another officia l state language through which a school subject is taught
This paper reports on the imp lementation of a Content and Language Integrated Learning (CLIL) approach to teach a science subject topic to young learners
The results indicated that successful CLIL practice is possible with Breakthrough level young learners
Summary
Content and Language Integrated Learning ( CLIL) CLIL is a generic term used to describe an educational approach that uses a foreign, regional or a minority language or another officia l state language through which a school subject is taught. CLIL practices aim to improve language skills and to enhance academic cognitive p rocesses and intercultural understanding. The present paper reports on the preliminary data obtained in a classroom-based CLIL study conducted with a group of e le mentary school children in Tahit i, French Polynesia. French Polynesia is an ‘Overseas Territory’ of France (COM-- collectivités d'outre-mer) and education is under the responsibility of both local authorities and French government.
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