Content And Language Integrated Learning Approach Research Articles

Enhancing Science Vocabulary and Content Knowledge of Thai EFL students through Content and Language Integrated Learning (CLIL) and English Science Textbooks Word Lists (ESTWL)

The development of subject-specific word lists to assist EFL learners is becoming popular, as is the utilization of CLIL to teach English in academic areas of science. The purpose of this research was to investigate the effects of the instruction of English Science Textbooks Word Lists (ESTWL) and the CLIL approach on the Science Vocabulary Knowledge and Science Content Knowledge of Thai EFL students. A mixed-methods research design was employed to gather both quantitative and qualitative data using ESTWL-CLIL lesson plans, a Science Vocabulary Knowledge test, and a Science Content Knowledge test. All research instruments were validated by both content and language experts. The target groups were 3 levels of secondary school students studying at a large secondary school in Bangkok. The research findings were as follows: 1) the mean scores of the students in the three groups increased by a statistical significance of 0.05 for both vocabulary knowledge and science content knowledge after the implementation of the intervention, and 2) the qualitative results indicated that all students perceived the instruction of ESTWL and the CLIL approach to be positive. The study suggested a vocabulary pedagogy for science and language teachers for use in CLIL environments.

Using Content and Language Integrated Learning Approach and The Task-Based Language Teaching Approach to Teach Grammar in The English as a Second Language Classroom

Language is a hallmark and the most enduring artefact of any community, playing a significant role in social interaction and the transmission of social values. Among the various approaches in language teaching, Content and Language Integrated Learning (CLIL) and Task-Based Language Teaching (TBLT) have consistently been at the forefront of research, receiving significant attention from practitioners and policymakers in Sri Lanka. This study investigates whether the use of TBLT and CLIL in English as a Second Language (ESL) classrooms enhances grammar learning. It aims to answer the research questions: a) “How do the CLIL and TBLT approaches enhance grammar teaching in ESL classrooms?” and b) “What are the perspectives of English teachers and learners on the use of CLIL and TBLT approaches in teaching grammar in ESL classrooms?” The study tests the hypothesis that TBLT is more effective than CLIL in teaching English grammar. The study involved sixty participants from one batch and two lecturers. Data were collected using pretest and posttest papers, semi-structured interviews, and open-ended questionnaires. The data were analyzed using SPSS and thematic analysis. The findings indicated that both TBLT and CLIL positively impact grammar learning, with TBLT emerging as the more effective approach. Perceptions of these approaches highlighted learner interest and the challenges of incorporating these methods in the classroom.

Implementing CLIL in a Japanese prefectural university: Reflecting on research-based pedagogy

This study investigated the beliefs and practices of two English language teachers - an English as an Additional Language (EAL) speaker and an Anglophone speaker - towards Content and Language Integrated Learning (CLIL) at a regional Japanese university offering English medium instruction (EMI). Established in 2009, the university offers students EMI in the fields of international studies and regional development and international economy and prepares 1st grade students in a compulsory English for Academic Purposes (EAP) programme adopting a CLIL approach. This study examined how the two teachers conceptualized and implemented their CLIL syllabi and what limitations and opportunities CLIL offered. Qualitative data elicited from a collaborative autoethnography (CAE) revealed CLIL as both a bridge into EMI and post-university life. For this purpose, both teachers scaffolded language and content materials, especially with general cultural and social science themes. Translanguaging was important in developing pragmatic integration of students' Japanese in classes. Difficulties were noted in teaching higher cognitive skills due to the test focus of secondary education. Pedagogically, both shifted along a CLIL continuum between language and content foci according to student needs. The perceived limitations stressed the problematic balance between content and language and a lack of a language threshold before embarking on CLIL. Further issues raised were the paucity of teacher development in CLIL and tension between content and language teachers in syllabus design. Finally, opportunities were mentioned in the knowledge transfer between content and language classes and the development of autonomous collaboration. Of final note, the teachers' linguistic backgrounds were seen as important for students. Overall, implications for this study suggested that teaching practitioners can reinforce their classroom instructions with research knowledge.

The Impact of CLILL Approach to Enhancing University Students’ Speaking and Creative Thinking Skills

In addition to being proficient in verbal communication, students must also acquire 21st-century competencies, which encompass creative thinking abilities. Content and Integrated Language Learning (CLIL) is a communication methodology that can be employed to concurrently enhance students' language proficiency and foster their creative cognition. This study investigates the influence of the Content and Language Integrated Learning (CLIL) strategy on the speaking and creative thinking abilities of students at IAIN Palopo, located in South Sulawesi, Indonesia. This study employed a quantitative methodology with a quasi-experimental design, encompassing 51 first-semester students enrolled in Indonesian language classes. The collection of data involved the utilisation of speaking tests, speaking assessment rubrics, and creative thinking skills examinations. Following data collection, the researchers conducted quantitative analysis using SPSS 25.00. They employed the one-way MANOVA and one-way MANCOVA tests for this purpose. The results showed that the CLIL approach had a significant effect on improving student's speaking skills and creative thinking skills. These results indicate that the CLIL approach can be used as a choice for teachers to develop students' speaking and creative thinking skills.

Developing communicative LMS-based English for specific purposes learning materials with CLIL approach

Teaching English for Specific Purposes in the age of technological innovation necessitates a new strategy for communicative contexts that incorporates technology into the teaching and learning process. CLIL (Content and Language Integrated Learning) approach is considered a suitable approach in which students not only understand the content and context of situations that are practiced following the actual conditions in the industry but are also expected to be fluent in two-way communication. This study aims to develop an LMS-based communicative teaching material with the CLIL approach. Using the Research and Development method by applying the ADDIE model, 60 students were involved as the research subject, two lecturers were observed and interviewed, and three expert judges evaluated the quality of the communicative LMS-based materials developed. The results show that the developed materials were of excellent quality, with a mean score of 4.98 from the three expert judges, and the students have perfect perceptions towards both the LMS’s features in English learning materials and the use of the CLIL approach in English learning materials. Pedagogically, it is advised that if internet access is unavailable, the lecturers figure out a means to get over last-minute obstacles.

Effects of Content and Language Integrated Learning (CLIL) Training Program on Thai Pre-Service Teachers’ Knowledge of CLIL Approach, CLIL Material Design, and CLIL Teaching

The purpose of this study is to explore the effects of the Content and Language Integrated Learning (CLIL) training program on Thai pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching and their opinions toward the training program. A mix-method with a quasi-experimental study was employed in this research. The sample consisted of 14 pre-service Social Studies teachers from a university in Bangkok, Thailand. Data collection tools of the research included an achievement test, a questionnaire and an interview. A non-parametric statistical hypothesis test was used to assess quantitative data. Results revealed that the pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching improved with a statistically significant difference. The results also revealed that the pre-service teachers had favorable opinions toward the training program when it comes to training program, learning experiences, CLIL material design, and CLIL teaching. It was concluded that the CLIL training program could have a favorable effect on pre-service teachers. As a result, it was recommended that more CLIL programs be developed and provided to pre-service teachers.

Listening to CLIL Practitioners

Content and Language Integrated Learning (CLIL) is an educational approach that combines linguistic and subject-based learning to develop the necessary competencies for success in a globalized world. A mixed-method study researched how CLIL is implemented in (10) K-11 schools in Bogota, Colombia, collecting data from 121 in-service teachers in private schools using an array of instruments, such as surveys, structured interviews, and semi-structured interviews. Using the grounded theory approach, data analysis showed that the participants had limited awareness of the CLIL approach and principles. Accordingly, the findings revealed that there is a need for more focus on fundamental CLIL concepts and more formalized teacher training programs. Furthermore, context-orientated resources also emerged as a priority amongst participants, considering that schools were merely trying to replicate European models of delivering CLIL without clear adaptations or consideration for the voices of local teachers. As a result, bilingual schools in Bogota, which are more inclined to use CLIL-oriented approaches, should establish a network to facilitate CLIL training programs to equip in-service teachers who are immersed in content and language environments.

Theoretical and methodological principles of integrating CLIL and ESP in educational establishments in Ukraine

The article issues the questions of effective teaching both content and second language by integrating CLIL and ESP within the process of professional competence formation at Ukrainian universities – the challenges, prerequisites and perspectives of teaching content and professionally oriented skills through the English language. The authors provide a comparative analysis of the definitions and characteristics of content and language integrated learning (CLIL) and English for specific purposes (ESP) at the present stage of linguodidactics. The investigation is theoretically granted and issues the question of CLIL and ESP integrated principles application, and reflects the main scientific ideas and stages of implementation, the application of which makes it possible to modernize the system of professional training according to European standards. Regarding the integration of the CLIL and ESP approaches in the process of professional training at non-language specialties, the authors state that process of immersion into professional oriented environment facilitates the increase of learning outcome standards. Theoretical and methodological review of contemporary teaching approaches, its principles, advantages, challenges and effective ways of CLIL and ESP in Europe and Ukraine are analyzed. The usage of the methods of CLIL and ESP approaches are rational at different stages of professional education.

Implementation of CLIL Program in Islamic Affiliated Primary School: Teaching Assistants Project

English teaching at primary school needs some improvement, particularly in its giving exposure and contextualizing English content. Content and Language Integrated Learning (CLIL) approach can be an effective way to the success of English teaching at the primary school level. Thus, this community service aims at empowering SD Aisyiyah Kota Malang with teaching thematic lessons through CLIL concepts by infusing Islamic content. The strategies implemented were formulated in five stages: need analysis, professional development workshop to school teachers and teaching assistants, syllabus and material design, implementation, and evaluation. Results show that school teachers and teaching assistants were able to integrate CLIL approach observed from the syllabus and material design. Also, students were all enthusiastic and engaged during the classroom activities. This community service implies that teaching assistants can foster English learning engagement for primary school graders.

APPLICATION AND COMBINATION OF DIFFERENT FOREIGN LANGUAGE TEACHING METHODS IN ESP CLASSROOM

English for Specific Purposes (ESP) being separate branch of the English Language requires specific approach during the process of teaching. Application of right methodology of teaching is very important for successful ESP teaching, therefore correct selection and combination of different foreign language teaching methods are crucial to ensure that the required results are achieved in the ESP classroom. When working in the ESP classroom ESP teachers base their teaching approach on the principle: “English for Specialty” rather than on the principle: “Specialty in English” the approach characteristic of Content and Language Integrated Learning (CLIL). In our paper we are going to discuss the ways of efficient combination of Grammar-Translation method and Audio-Lingual method using ESP textbooks and materials and also development of listening and speaking skills of ESP learners through different subject videos selected on the basis of linguistic abilities and knowledge of specific terminology by ESP learners. Some of these videos are available on YouTube and other internet platforms. Elements of CLIL approach that imply complete immersion into language and subject matter can be applied in ESP classroom. Their combination with the above-mentioned foreign language teaching methods is possible, especially in those groups of ESP learners whose level of General English is B2 and higher. The parallel can be made between CLIL in ESP teaching environment and Direct method of foreign language teaching in General English teaching environment. In this way we compare partial application of CLIL approach in the ESP classroom to the Direct method of foreign language teaching when it refers to teaching of General English. The main aim of our paper is to consider combination of the following foreign language teaching methods and the methodology of CLIL as the most suitable and efficient way of teaching English for Specific Purposes in the classroom:1) Grammar-Translation method;2) Audio-Lingual method;3) Direct method with elements of CLIL approach when applied in the ESP classroom.

Последипломное развитие компетенций преподавателей CLIL

Content and Language Integrated Learning (CLIL) approach has become one of the bilingual education pillars worldwide. Its application often relies on quality instruction; therefore, careful preparation of future CLIL educators will guarantee adequate CLIL implementation. Despite the extensive research on the method used since the 1990s, little is known about the competence-based training process of content and language teachers. Through a multi-dimensional perspective of the current research, including qualitative and quantitative methods, the study authors attempt to demonstrate that CLIL competences can be adequately developed. In our project, we taught a postgraduate course on Delivering the curriculum through English to 26 educators and analysed the development of their professional skills. Pilot study results show that competence development is highly correlated with linguistic awareness, in-depth theoretical and applied knowledge of the CLIL approach and mutual support within teaching community. Regardless of the fundamental idea of formative exploration, our study presents some findings deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.

The impact of digital technology on content and language integrated learning in higher education: a systematic review of literature

With internationalization becoming an increasing trend in higher education, many universities worldwide have been implementing content and language-integrated learning (CLIL) as an innovative approach to teaching and learning English that helps students compete internationally. Alongside this trend, the advance of digital technologies has offered beneficial use in integrating language and content knowledge. Following the conceptual framework of Hallingda (2013), this systematic review has explored the impact of digital technology use in English education related to the CLIL approach by synthesizing studies on various forms of technologies in supporting different aspects of CLIL. Findings revealed a positive interrelation of digital impact on language use and skills and social collaboration, interaction, and motivation. However, a lack of evidence was found regarding the correlation between using digital technologies and enhancing content knowledge in CLIL. This recommended further research delving into how digital use would assist both language and content teaching and learning so that students at higher educational institutes could effectively access the global world.

Teachers Talking About CLIL Pedagogy: Transforming Teacher Practices Through Collaborative Autoethnography

<i>This collaborative autoethnographic (CAE) study has investigated how three tertiary-level teachers of an English language lecture preparation course in a Japanese university engaged with each other over a two-year period from 2020 to 2022 regarding their approaches to the adoption of a Content and Language Integrated Learning (CLIL) approach to syllabus design and teaching. With two new teachers based in a newly established department and the other teacher in a more established department, insights were gained through the unfolding online CAE and face-to-face discourse into their respective thoughts and motivations underpinning their pedagogical philosophies and interpretations of the CLIL approach to meet their departmental and students' requirements. Key findings revealed that teacher backgrounds and experience with CLIL, as well as institutional shifts in curriculum aims, have all directly and indirectly shaped current course design and pedagogy and revealed similarities and differences in interpretations of CLIL over time. Of significance is how the CAE itself emerged as a vital community-building forum for the teachers themselves and acted as a site for varying levels of transformation in their pedagogical practices. </i>

Teaching and Learning of Mathematics through CLIL, CBI, or EMI—A Systematic Literature Review

This study provides a systematic literature review of research in the field of teaching and learning mathematics through Content and Language Integrated Learning (CLIL), Content-Based Instruction (CBI), and English Medium Instruction (EMI). The review aims to examine the most relevant literature with a focus on mathematics and CLIL, CBI, or EMI in Scopus and Web of Science per the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. Based on 151 sources, 52 papers were selected according to predefined selection criteria. The papers were analysed and coded according to the following categories: (1) geographical productivity, (2) diachronic productivity growth, (3) main objectives, (4) methodology, and research design, (5) variables and measurement instruments, (6) context and sample details, and (7) main findings. The results reveal that most of the research analysed has been carried out in the Asian continent, followed by Europe. The analysis of diachronic productivity shows that the study of the application of CLIL, CBI, and EMI programs in the teaching-learning process of mathematics has notably increased in recent years, especially in the last triennium (2020–2022). Regarding the objectives of the selected corpus, the majority aimed at teaching practices and learning processes, and outcomes in mathematics and language proficiency in CLIL, CBI, and/or EMI classrooms. The corpus analysed fits within one or more of the following categories: empirical, qualitative, descriptive, correlational, and cross-sectional. The samples utilized in different studies differ significantly, both in terms of quantity –ranging from one person to 700– and in the educational level being studied, which would be primary, secondary, or tertiary education. The main variables studied in the corpus focus on mathematical competence, language proficiency, teaching practices, teacher training, science competence, and teachers’ perceptions. The most widely used instruments have been objective tests, such as questionnaires, together with standardized tests to measure some aspects related to mathematical competence and language proficiency. They are followed by an analysis of documents (academic records, teaching materials, official documents...), participant or non-participant observation, interviews, and video and audio recordings. In summary, in the scientific literature analysed, a positive or neutral view predominates on the effects of the CLIL, CBI, and EMI approaches on the learning of mathematics and the L2. This can be due to methodological issues fundamentally related to the methodology, research design, sample, and measurement instruments. Thus, we must highlight that some of the results from the selected papers must be interpreted with caution. Taking this factor into consideration, further comparative studies on a wider scale are required to examine thoroughly the effects of CLIL, CBI, and EMI on the teaching and learning of mathematics in an L2. Besides, it is important to study in greater depth the different levels of language acquisition since the research analysed shows that these have not been sufficiently addressed in the mathematical field of knowledge.

Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level

In today’s globalized world, teaching intercultural competence in educational contexts is of great importance. The potential of foreign language literary texts has been emphasized repeatedly. The present study investigates the value of a content and language integrated learning (CLIL) approach to the teaching of literature in foreign language classrooms for the simultaneous development of intercultural competence and foreign language reading proficiency. An intervention based on integrated intercultural literary pedagogy (IILP) was developed. This longitudinal quasi-experimental study examined the effects of the IILP treatment in a sample of 274 Dutch secondary school students (from seven schools) who were learning Spanish as a foreign language using a switch replication design with two conditions. Three Spanish novels were read in both conditions in two consecutive school years. For the experimental condition, students performed dialogical tasks based on IILP pedagogical principles; for the control condition, the tasks consisted of comprehensive reading questions. Multilevel analysis of the data revealed that the students in the experimental condition significantly improved their intercultural competence when compared with the students in the control condition. For reading proficiency, main effects were found in both conditions. The results demonstrate that a CLIL approach adds considerably to intercultural development; a broad inclusion of literary texts in foreign language teaching environments is therefore recommended.

Content and language integrated learning: teaching L2 at universities through students’ major

Content and Language Integrated Learning (CLIL) is an approach in which content is delivered through a second language, becoming a tool to deliver information. This paper evaluated the viability of implementing CLIL at Universidad Católica de Cuenca Language Center. This research also explored university students' perception of studying English as a Foreign Language (EFL) at the university level. After implementing the CLIL approach, this paper described the effect on students’ speaking skills. A placement speaking test was applied at the beginning of the 8-week course and another at the end. A Survey was applied to find topics of interest from students’ majors, reasons for taking English classes, how they feel when using English to communicate, and motivation. This study used two Intermediate 2 (B1) in the period October-December 2022. One group (control group) received regular classes following the official curriculum, and the other group (experimental group) had the intervention of CLIL. The findings provided valuable information on whether an intervention of CLIL with university students who take EFL as a requirement to graduate from their undergraduate program is viable. The results of this study offered information about the impact of CLIL not only on English proficiency but also on the motivation toward L2 and cooperative learning.

CLIL in the Online Micro-teaching: Factors Affecting Content and Language Achievement

Content and language integrated learning (CLIL) implementation in online micro-teaching offers dual focuses that become its main consideration. The CLIL implementation in an English teacher education course enables the students to learn both the content of the pedagogical courses and the instructional language. This approach could accommodate their achievements to achieve the pre-determined objectives. Thus, this research was mainly intended to determine the factors affecting the students’ content and language achievement during the CLIL implementation. In the current research, an explanatory-sequential mixed-methods design was employed. The researcher first collected the data dealing with the students’ content and language achievements quantitatively, and to elaborate on the data, qualitative data were also collected through performance tests, self-reflected journals, and interviews. Based on the findings, the research revealed that the CLIL implementation in online micro-teaching could affect the students’ content and language achievement positively. It could be seen from the performance test results that they had achieved the minimum passing grade. The CLIL implementation strengthened their content and language achievement by the teacher’s recalling of the learning material and instructional languages, organizing a well-structured presentation, arranging enriching dual-focus activities, applying content and language scaffolding, promoting the development of communicative skills by using clear, simple language instructions, and managing cooperative learning. The students were actively involved, and these activities supported their content and language achievement. These findings revealed that the aforementioned activities should be considered to implement the CLIL approach successfully.

Teaching Chinese Culture in English-a CLIL approach

This paper explores the integration of content and language learning in the context of teaching Chinese culture to English majors. Drawing on literature from Content and Language Integrated Learning (CLIL), the paper proposes three key considerations for effective integration: identifying and justifying integration methods, addressing mismatches between language proficiency and cognitive ability, and adopting an inquiry-based approach to teaching and learning. The paper argues that successful integration depends on a symbiotic relationship between content, cognition, communication, and language, as well as the development of intercultural awareness. The paper concludes that while integration is a complex process that requires strategic planning and reflective evaluation, it can enhance the effectiveness of language learning and content acquisition, providing learners with a meaningful context for language and culture learning.

Translanguaging in content and language integrated learning (CLIL): Practices in the classroom of a Chinese university

This article examines translanguaging practices in a content and language integrated learning (CLIL) classroom at the tertiary level in the context of mainland China. This exploratory study investigated an Englishmedium science course, which adopted the CLIL approach, in a Chinese university. Classroom audio-recording data (130 minutes in total) was collected to investigate the situations and the purposes of the teacher’s use of translanguaging. The results of the analysis show that the teacher uses translanguaging to provide background knowledge, deepen students’ understandings, improve teaching efficiency, engage students, and ensure classroom interactions. Implications for translanguaging in CLIL at the tertiary level are also discussed in this study.

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

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.