Abstract
The purpose of this study was to explore the effects of students’ science learning in Content and Language Integrated Learning (CLIL) at one elementary school in Taiwan. This study investigated student perceptions of both the content and language achievement of science learning in CLIL. Data collection techniques included graphic organizers, individual interviews, students’ self-assessment, and students’ tests. Findings showed that CLIL helped enrich student vocabulary size, foster student science knowledge, and lead them to expect to learn other subjects in English. They also enjoyed the CLIL approach, but expressed limited knowledge about the school flower.
Highlights
1.1 Introduce the ProblemContent and Language Integrated Learning (CLIL) programs were widespread in primary and secondary education across Europe
The results of this study showed that the CLIL approach can enrich students’ vocabulary size, and foster students’ science knowledge
This study explored student perceptions of their science learning through English, and showed their expectations for CLIL learning in the future
Summary
Content and Language Integrated Learning (CLIL) programs were widespread in primary and secondary education across Europe. The term “CLIL” covers a wide range of educational practices in which a Foreign Language (FL), mainly English, is used to teach content subject matter, enabling content and language to be learned (Dalton-Puffer, 2011; Coyle, 2013; Turner, 2013). 26) leading to language and communication, since integrated learning entails a twin focus on meaning and form. Students are given opportunities to address concrete issues of the real world in a language that is not their native language. They learn that things happen in worlds different from their own, identify relationships between concepts, and identify the principles that support them (Quartpelle & Schameitat, 2012)
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