Content Language Integrated Learning Research Articles

초등영어 쓰기에서 비계를 강화한 내용-언어 통합(CLIL) 모델 개발

Objectives CLIL(Content-Language Integrated Learning) is an approach that aims to teach subjects through a foreign language, with the dual purpose of content and language learning (Marsh, 2002). CLIL classes require precise mediation of curriculum objectives, language goals, cognitive goals, and cultural objectives. However, there has been a shortage of practical classroom examples, making it challenging for teachers in the field to implement CLIL effectively. This research proposes an approach to bulid a model to integrate coding content and English in line with the 4Cs framework(Coyle, 2006; Coyle et al., 2010).
 Methods Through peer teacher interviews, teacher journals, and student interviews, students' cognitive and language challenges was detected, thus the model incorporated support into the existing 4Cs framework.
 Results The support includes providing the native language, multi-modal learning materials, and collaborating. As a result, the 4CS framework with additional scaffolding was presented.
 Conclusions This research aims to provide guidelines for CLIL instruction, offering detailed examples of CLIL approaches according to specific topics to facilitate the implementation of content-language integration in real classroom settings.

Strategie uczenia się słownictwa specjalistycznego

CLIL (Content Language Integrated Learning) is defined as the integration of specific content with language learning objectives. In higher education, it refers to the simultaneously teaching academic content and language skills in a given language. The core concept revolves around the use of a second/foreign language to acquire knowledge, while while concurrently enhancing language skills and vocabulary, including the acquisition of new specialist terms. Developing the lexical subsystem as a an integral component of linguistic competence is particularly important in the process of linguistic reception and production. Vocabulary learning strategies prove invaluable in this context. The discussion on the strategy of learning lexis in a foreign language appeared in the academic literature at the end of the last century. Previously, this matter was addressed in research on learning strategies and communication strategies. In academia, knowledge of professional vocabulary and terminology is indispensable for mastering specialist content taught in a second language. Learners must not only grasp the meaning of concepts, but also employ them with precision. So how do students learn new specialist vocabulary, and which lexis learning strategies do they use? This article aims to present the results of my own research on the application of specialized vocabulary learning strategies by students of economic sciences.

NEEDS ANALYSIS FOR DEVELOPMENT OF THE CONTENT LANGUAGE INTEGRATED LEARNING (CLIL) MODEL ON LITERARY APPRECIATION

This research aims to determine the initial situation in the field regarding the need to develop the Content Language Integrated Learning (CLIL) model to increase literary appreciation. This research uses a qualitative descriptive method that aims to analyze students’ needs in learning literature by involving two variables. This research is only limited to analyzing the needs derived from the results of interviews and questionnaires of students. The data collection technique in this research uses the needs analysis instrument: interviews for lecturers and questionnaires for students. The results of the analysis showed that (1) lecturers have not conducted coaching and development of CLIL learning models, so they are constrained, (2) lecturers have not developed and used CLIL models, so they support and express readiness to be involved in development, (3) the learning models used by lecturers so far have no indication of leading to CLIL learning models, (4) understanding of students with less categories, and (5) students have abilities that need to be improved in a better direction. The implication is that the development of the CLIL model is a strategy to increase literary appreciation.

Analysis of CLIL-Related Research in School Settings: A Systematic Review

Background: Content Language Integrated Learning (CLIL) is an emerging approach in the global educational landscape, and as such, there is a lack of a systematic review of this field. Purpose: To explore CLIL-related scientific publications in school settings around the world. Method: A systematic review was performed following the PRISMA guidelines in WoS and Scopus databases. A total of 142 articles published in the period 2018-2022 were analysed according to three types of variables: extrinsic to the scientific process, methodological, and content based. The results of the methodological and content-based variables were contrasted with the portfolio of CLIL evaluation measures and analysed through the lens of the 4Cs framework. Results: The findings revealed that CLIL studies were performed in a wide range of countries across continents. It was the secondary school which drew most scientific interest. Apropos of the methodological variable, there was a balance between qualitative and quantitative studies, and a questionмnaire as a tool was favoured by the researchers. The major scientific interest lay in the communication principle, while cognition was understudied. Conclusions: There was a growing scientific interest in CLIL. Although the major interest laid in linguistic gains, other fields of research transpired. The conclusions provide further agenda for CLIL research.

Telecollaborative Task Design in a Content-Language-Integrated-Learning Context： Content, Communication, Cognitive, Culture

This study explores approaches on telecollaborative task design in a Content-Language-Integrated-Learning (CLIL) context for language courses. This study discusses integration of task-based telecollaboration into a CLIL course and concludes feasible guidelines on the task design in terms of content, communication, cognitive and culture. The results of the study may give insights for telecollaborative teaching practitioners.

CLIL or EMI? A Case Study of Non-English in-Service Teachers Teaching Reflection in an International School

Content Language Integrated Learning (CLIL) and English Medium Instruction (EMI) have been adopted in many institutions ever since the use of English is required for businesses, education, and job opportunities. This results in the establishment and development of international schools countrywide in EFL countries especially in Thailand as an alternative educational route for those wanting to experience an international learning environment and/or simply to enhance English language ability. The aim of this case study is to investigate the context that non-English in-service teachers reflect when teaching in an international school context. Nine participants who are currently teaching in a large international school in Bangkok were recruited for a semi-structured interview on their instructional strategies for non-English subjects. Thematic analysis was used as an approach to thematize the transcript in the pedagogical reflection of CLIL and EMI. Although an international school is expected to fully adopt the EMI practice, the finding shows that most teachers’ teaching practice reflects the CLIL approach. The influence of choosing CLIL as a major approach was due to concerns in readiness relating to essential vocabulary necessary for learning content subjects and students’ native language background. Although a clear boundary of CLIL and EMI could not be clearly defined in current literature, recommendations on future research and teacher’s training are discussed.

A case-study of using content and language integrated learning methodology in tertiary education course design

This article examines the principles of Content-Language Integrated Learning (CLIL) as a theoretical basis for a course of English for academic purposes and discusses the results of a pilot project based on a combination of CLIL and Language for Specific Purposes (LSP) methodologies. Although the two methodologies share common features, such as the use of authentic materials or emphasis on students’ needs, they differ on their goals, general approach, and required classroom hours. The CLIL approach is based on a balance between content-centered learning and mastering a foreign language through the content, while LSP is a special form of a foreign language instruction that teaches students how to use it in a particular field of knowledge or line of work. A pilot course in English for Special Purposes, described here, was developed to prepare students for further full English-language instruction in some of their major disciplines. Due to the limited number of classroom hours and the focus on mastering primarily the language of specialization, the course mainly applies LSP approach in combination with some CLIL techniques and methods, such as guided reading, text markup, visual support, linguistic support, and multimodal input. The course was run as a pilot project throughout one academic year, weekly in the form of two-hour English classes, and involved two groups of third-year students majoring in International Relations or Regional Studies with 25 participants in each. In a follow-up survey, the students reported increased motivation, better word retention, improved fluency and better listening comprehension.

Assisting 10-week CLIL enrichment program for Islamic-affiliated primary school students

Teaching English to Young Learners starts to reach growth as parents want their children to be competent in one of the 21st-century skills, which is being communicative. Having the ability to communicate in one foreign language, particularly English, is considered important for many parents whose children study at Islamic-affiliated schools, other than Arabic skills. However, English teaching at the primary school level is still limited in terms of its teaching duration, they learn only for 90 minutes per week. Therefore, this community service aims to provide more opportunities for primary graders at SD Aisyiyah Kota Malang to learn English through the Content Language Integrated Learning (CLIL) enrichment program which was done in weekend classes that lasted for ten consecutive meetings. The methods implemented were analyzing students’ learning needs, designing science-based topics as teaching material, developing materials, implementing the learning design through 10-week teaching, and evaluating the program. Results show that the content of the subject at the school was taught in English. Some materials designed for this project were about science, thus, in this program students discussed the topic of science in English. Also, the content was designed by integrating Islamic elements, the topics were animals mentioned in the Quran such as camel, whale, bird, donkey, and crow. At the end of the session, this activity gained a positive response from students, the content teacher, the homeroom teacher, and the school principal. This indicates that the community service which was designed in the form of an enrichment program for weekend classes was effectively run.

코딩 주제 기반 초등영어 쓰기 CLIL 수업 방안

For future industrial transformation and job structure reform, 2015 and 2022 revised curricula was established as competency-based curriculum. To enhance competencies effectively in the English classroom, content-language integrated learning (CLIL) was presented. CLIL is supposed to achieve both subjects(coding education) and language(English) goals that share the main information processing competency in an integrated approach. The purpose of this study is to adapt CLIL with coding theme. The CLIL model (the 4Cs Framework) that focused on EFL students in previous studies (Kim & Heo, 2020) was applied as a method of teaching coding. Specifically, the framework of content, communication language, cognition, and culture was described in detail as codes, computational thinking, English commands, higher-order and lower-order thinking, learning motivation, and interest. To elaborate the instruction, the 17th lessons of coding-English integrated class templates following the 4C components and support was suggested. As a result of the experimental class, learners who took the CLIL class had a positive change in English writing fluency, and they improved their coding problem-solving ability and interests. This study implies to show reality in CLIL classes and demonstrate the implementation of content-language integrated classes in the field by describing examples of the CLIL approach based on coding theme.

Exploring Students’ Perception of Subject and Translation Integrated Learning (STIL) as an Innovative Approach to Translation Instruction: A Case Study

Subject knowledge, also known as domain knowledge or thematic knowledge in translation studies (TS), is universally recognized as a constituent element of translator competence. However, there is a dearth of empirical exploration into its instruction in translation classroom, especially from translation students’ perspective. Inspired by CLIL (content-language integrated learning) in L2 learning and relevant discussions in TS, this study proposes STIL (subject-translation integrated learning) as a novel approach to translation instruction characterized by integration of a systematic in-depth instruction of subject knowledge with translation instruction on course level. It then explores students’ perception of the proposed approach as it is implemented in an MTI (Master of Translation and Interpreting) course specialized in translation of classical texts in economics. The results show: (1) STIL is generally preferred by the participants to other approaches to translation instruction that they have been exposed to; (2) STIL, if well-designed and carried out, could produce positive cognitive and affective outcomes with both subject-learning and translation-learning through a forced and facilitated engagement with the texts.

Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses

In this paper, we report on an international collaborative project designed to address the professional development needs of Vietnamese teachers for the implementation of Content and Language Integrated Learning (CLIL). We collected data on a group of CLIL Vietnamese teachers and leaders through online interviews. Drawing on Cultural-Historical Activity Theory (CHAT), the paper illuminates how CLIL teachers, as the subject of the professional learning (PL) system, utilized tools to develop their capacity for CLIL teaching against the backdrop of various sociocultural factors that regulate this learning process. The analysis helped us to identify various challenges facing CLIL teachers’ PL. These challenges arose from an absence of an effective learning system mostly related to contextual obstacles and widespread misconceptions, even among the leaders and CLIL trainers, about the nature of CLIL. This study contributes suggestions to enhance the quality of PL for CLIL teachers, which is a pressing issue for the successful implementation of CLIL in the context of Vietnam and beyond.

Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction

Abstract Conceptual mediation is one of the competences described by the Common European Framework of Reference (CEFR) during the acquisition of foreign languages. When practicing mediation, learners collaborate in the construction of knowledge to conduct activities that require higher-level cognitive skills, such as teamwork. This study analyzes the communicative functions and L1 use in peer interaction during a conceptual mediation activity in a group of students following Content Language Integrated Learning (CLIL) instruction and another receiving traditional language tuition. The sample was made up of 60 L1 Spanish, L2 German speakers enrolled in a A2.2 German course (age 18–20). For the analysis, the oral interaction of the groups was recorded through an online videoconference platform. The type of mediation used as well as the presence or absence of speakers’ L1 (Spanish) were assessed. The analysis demonstrates that groups following a CLIL approach resorted to regulative discourse for work organization purposes (relational mediation) more frequently than those students following a more traditional approach. Regarding the use of the L1, non-CLIL groups used their first language to a greater degree in regulative discourse and during communicative mediation, that is, when they had to resort to translation to ensure comprehension among peers.

Proposing A Web-Based Interactive Module for Education for Sustainable Development In English for Computer Science

English for Computer Science (ECS), as part of English for Specific Purposes (ESP), is designed to teach students the English required in computer science. In this paper, the writers proposed to incorporate Education for Sustainable Development (ESD) into ECS to encourage student engagement by presenting current concerns relevant to their life experiences. The work is a position paper in which the writers argue for the importance of building a web-based interactive module for ESD in ECS. Our arguments are supported in the following sections; English for Specific Purposes (ESP), Content Language Integrated Learning (CLIL), English for Computer Science (ECS), Education for Sustainable Development (ESD), Instructional Material limited to Module and E-Module, and related research. The writers propose developing an interactive web-based module for ESD in ECS so that students have more fun while they are studying. It is anticipated that students will be able to study the module at their own pace and according to their capabilities. This module is paperless; it contributes to the Sustainable Development Goals (SDGs). As instructional materials, the module will also assist ECS students in overcoming classroom time constraints and relating what they learn to future concerns, careers, and professionalism.Keywords: web-based interactive module; education for sustainable development; english for computer science

EMI and CLIL in Asian schools: A scoping review of empirical research between 2015 and 2022

As the role of English as a global language grows, many governments in the Asian region have been promoting the use of English as medium of instruction (EMI) in universities and schools. In recent years, the use of EMI has been promoted in the form of Content Language Integrated Learning (CLIL) in many pre-primary, primary and secondary school systems in Asia. Because this focus on the school sector is relatively new, there seems to be relatively limited empirical research on the implementation of EMI and CLIL in primary and secondary schools in Asia. Using scoping review methodology, this paper aims to ‘map the terrain’ by providing an overview of the contexts and focus areas of empirical research conducted in the last seven years (2015–2022). The findings highlight gaps in the existing body of literature, including a lack of research in primary school and early childhood contexts, limited research in some countries in the Asian region, and a relatively narrow range of research focus areas, stakeholder perspectives and methodological approaches. These findings highlight areas that future researchers may consider as they investigate EMI and CLIL in school contexts in Asia.

Proposing A Web-Based Interactive Module for Education for Sustainable Development in English for Computer Science

English for Computer Science (ECS), as part of English for Specific Purposes (ESP), is designed to teach students the English required in computer science. In this paper, the writers proposed to incorporate Education for Sustainable Development (ESD) into ECS to encourage student engagement by presenting current concerns relevant to their life experiences. The work is a position paper in which the writers argue for the importance of building a web-based interactive module for ESD in ECS. Our arguments are supported in the following sections; English for Specific Purposes (ESP), Content Language Integrated Learning (CLIL), English for Computer Science (ECS), Education for Sustainable Development (ESD), Instructional Material limited to Module and E-Module, and related research. The writers propose developing an interactive web-based module for ESD in ECS so that students have more fun while they are studying. It is anticipated that students will be able to study the module at their own pace and according to their capabilities. This module is paperless; it contributes to the Sustainable Development Goals (SDGs). As instructional materials, the module will also assist ECS students in overcoming classroom time constraints and relating what they learn to future concerns, careers, and professionalism.

Analysis of the conceptual provisions of CLIL for integrated learning of professionally oriented Englishlanguage communication of future journalists

The conceptual provisions of CLIL are caused by the language policy supported by the European Commission and imply plurilingual institutional education. In accordance with the educational goal of CLIL foreign language is acquired with development of competency in the future specialty. The main provisions are derived from the definition of content-language integrated learning, which is related to any learning situation in which an additional language is used to teach non-linguistic subjects: attention is paid both to the content of the discipline and the language, they are studied in the integrated unity, the target language serves as a mediator of instruction for teaching specialty subject.

Implementation of English for Biology Based on CLIL Student Handbook to Improve English Proficiency of Prospective Student Biology Teacher

The ability to communicate using English is an important pillar in establishing international cooperation in the era of Society 5,0. The Faculty of Teacher Training and Education (FKIP) serves as one of the faculty that must facilitate prospective educators. This study aims to examine the contribution of the implementation of English for Biology: Student Handbook through a Content Language Integrated Learning (CLIL)-based learning approach to improve the English proficiency of prospective teacher students in the Biology Education study program, FKIP. The research was carried out with a quasi-experimental approach (quasi-experimental research) with a multiple-group pretest-posttest pattern. The test subjects and the unit of analysis are all second-semester students who take English for Biology lectures at the Biology Education Study Program, FKIP in the 2021/2022 academic year with a total of 6 classes (A, B, C, D, E, and F). The results of the analysis show that there is an increase in students' English proficiency which is in the quite effective category with the acquisition of N-gain scores for classes A, B, C, D, E, and F of 68, 58, 60, 62, 58, and 61. The average value The average N-gain of the English language proficiency of biology education students is 68 with a fairly effective category. Therefore, the use of English for Biology: Student Handbook through a CLIL-based learning approach is quite effective in increasing the English proficiency of prospective educators in the Biology Education Study Program, FKIP, University of Mataram.

THE USE OF CONTENT LANGUAGE-INTEGRATED LEARNING AS THE MAIN MEANS OF FOREIGN LANGUAGE COMMUNICATION SKILLS FORMATION

The article is devoted to the analysis of modern methods of content-language-integrated learning (CLIL). The history of the emergence of this approach is considered, and the principles for the successful introduction of this technique are analyzed. The types of activities during the lessons where this approach to foreign language learning is applied are singled out. The advantages of the integrated training method are indicated, one of which is the formation of communicative competence. The content and organizational approach to the use of this technique is characterized. The authors elaborately substantiate the relevance, expediency and effectiveness of the application of content language-integrated learning of the English language, and also summarize the advantages and disadvantages of its use in English language teaching at a higher educational institution.
 Keywords: CLIL methodology; content language-integrated learning; communicative competence; foreign language learning method; learning technology; future specialists; motivation; learning content; higher educational institution.

International Students' Experiences of Content Language Integrated Learning in a Korean University: Focusing on Korean as a Medium of Instruction

<p style="text-align:justify">This study explores international graduate students' experiences of content-language integrated learning (CLIL) at a university in Korea. This study focuses on a course that allows international students to simultaneously learn the Korean language and content knowledge. Korean as a medium of instruction (KMI) was applied to 16 international graduate students in two graduate courses during the 2021 Fall semester. The survey examines the perception and satisfaction of students' experiences in the KMI classes. Among survey participants, interview applicants were selected for in-depth interviews. Study results showed that international graduate students developed content knowledge through KMI classes. They also improved their Korean language ability. Overall, international students were generally satisfied with KMI classes. However, it is difficult for international students to dramatically enhance their Korean academic proficiency within one semester. Recommendations are provided on effectively conducting CLIL classes, such as KMI for international students in higher education.</p>

CONTENT-LANGUAGE INTEGRATED LEARNING IN THE CONTEXT OF EUROPEAN INTEGRATION

The conditions of formation of content-language integrated learning (CLIL) have been characterized with a number of theoretical and methodological factors, that have influenced the process of development from different perspectives. The origin of CLIL is connected with the prior methodological approach to second language acquisition – content based language instruction. It has been established with aim to reduce the gap in knowledge of English learners between spoken everyday English and Academic language. The reflection of the psycholinguistic views in CBI led to adoption of concepts of comprehensive output, input hypothesis and proximal zone of development in its subsidiary method (CLIL). Besides this, another methodology affecting formation of content-language integrated learning, known as “English for special purposes”, is also contextualized by specialty content, and they share common goals of learning. However, ESP keeps its focus on language, not content. The comparative analysis of CBI and ESP key features reveals the theoretical and methodological conditions of CLIL formation.
 The modified variations of CLIL approach, applied all over Europe like Bilingual Content Teaching, Bilingual Subject Teaching or Content-Based Language Teaching, relied on a common concept of learning a foreign language with a shift of focus from the language itself to the content expressed in this language. The bilingual model of education in European countries adopted the provisions of content-language integrated learning methods at the mainstream level in school education in France, Ireland, Finland, Estonia, Latvia, Poland, the Czech Republic, and it has been partially implemented within pilot projects in the UK, Spain, Germany, Italy and Sweden. The method was strongly supported by policy of the European Union and European Commission with an aim of promotion of language learning and linguistic diversity. The support of the European language policy and ideology was reflected in a number of projects launched in order to promote methods based on international cooperation, such as “Content and Language Integrated Learning in Germany” (CLILiG), as well as with the support of the Council of Europe “CLIL Quality Matrix” (2004) and the European Regional Action Scheme for the Mobility of University Students (ERASMUS).