The possibilities and challenges of using content and language integrated learning approach in a private sector school of Northern Sindh, Pakistan

Abstract

This research aimed to explore the possibility of using Content and Language Integrated Learning (CLIL) approach for the development of students’ Second Language (L2) skills and content in the subject of Chemistry. To achieve this purpose, action research method was used to implement CLIL approach at grade 7 consisting of 30 students. The research was divided into two major cycles, each cycle containing actions to improve the situation and providing a base for the next cycle. The researchers planned and implemented lessons using the CLIL approach. Interviews, observations, and document analysis were used to generate data. The research revealed that although CLIL has the potential to enhance the content knowledge and language competency of students, certain factors such as the academic background of students, the capacity of teachers and the system-related expectations from teachers influence the implementation of the approach in this region. The paper explores the possibility and challenges of a language teaching approach (CLIL) which has received increasing attention in other contexts but has remained unattended and unexplored in the context of Pakistan.