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Science allows us to understand natural phenomena, analyze real life problems, and make responsible decisions as citizens. It is not limited to learning formulas or definitions; rather, it seeks to educate people who understand how the environment they live in works. Furthermore, science fosters curiosity, analysis, and problem solving skills all necessary skills in any area of ​​life. In a world increasingly driven by technology, scientific literacy is essential.

As a future foreign language teacher, I recognize that my work cannot focus solely on teaching grammar or vocabulary. Science and language can be combined to help students better express themselves and understand issues that affect their daily lives. I believe that promoting science education in the classroom, even through English, is a way to contribute to a more critical and educated society.

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What is the CLIL approach and why is it innovative?

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What is the CLIL approach and why is it innovative?

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CLIL (Content and Language Integrated Learning) is a methodology that allows subjects such as science, history, or mathematics to be taught using a foreign language as the medium of instruction. The interesting thing is that language is not the central objective, but rather the tool for accessing knowledge. Through CLIL, learning is more contextualized, functional, and meaningful. Students do not learn English "about" the language, but "with" it.

I find this approach very useful for modern teaching. Students often lose interest in English because they don't see its real usefulness. Using it to learn science, for example, demonstrates that language is a practical tool. As a teacher, I am very interested in applying CLIL because it represents a bridge between languages ​​and knowledge of the world.

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The fundamental pillars of the CLIL approach

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The fundamental pillars of the CLIL approach

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CLIL is structured around four key dimensions: Content (the academic knowledge learned), Communication (the use of language as a vehicle for learning), Cognition (the development of thinking skills such as comparing, analyzing, and inferring), and Culture (exposure to other realities and ways of seeing the world). This integration ensures that students not only learn facts, but also reflect and express themselves critically and comprehensively.

I really like this structure because it connects with the values ​​I want to cultivate in my teaching practice. I don't want my students to memorize vocabulary lists, but rather to be able to think and communicate in English. Furthermore, by including the cultural dimension, CLIL opens the door to intercultural understanding, which is essential in a diverse world like ours.

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Benefits of Teaching Science Through English

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Benefits of Teaching Science Through English

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The CLIL approach applied to science helps students become familiar with academic language, develop reading and listening comprehension in English, and use the language in real-life contexts. It also promotes more active learning, involving experimentation, dialogue, and collaborative knowledge building. This allows students to gain confidence in both the subject matter and their use of the language.

This way of teaching seems ideal for motivating students. When they learn English through scientific topics, they are confronted with real-life situations, which generates more interest than a traditional textbook-based approach. Furthermore, this type of teaching promotes teamwork and critical thinking, two skills I want to foster in my future classes.

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Challenges of the CLIL Approach in Science Teaching

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Challenges of the CLIL Approach in Science Teaching

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The authors also point out that implementing CLIL is not easy. Teachers must have a good command of the content and the language, which requires specialized training. In addition, adequate resources, careful instructional planning, and assessment criteria that consider both disciplinary knowledge and language skills are needed. It is also important to adapt materials to make them understandable and accessible.

Although the challenges are obvious, I believe they are worth it. As a future teacher, I must be willing to step out of my comfort zone and continually prepare myself. The CLIL approach motivates me because it challenges me to think outside the box, collaborate with colleagues from other areas, and design lessons that connect the language with topics relevant to students.

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The role of the teacher in the CLIL approach

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The role of the teacher in the CLIL approach

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In CLIL, the teacher's role goes beyond transmitting knowledge: they must be a learning facilitator who guides, supports, and adapts their practice according to the needs of the group. It requires pedagogical and linguistic skills, as well as sensitivity to connect scientific content with students' level of foreign language comprehension. Furthermore, it must foster critical thinking and autonomy.

I realize that teaching under this approach requires ongoing preparation. As a future teacher, I am motivated by the idea of ​​being more than a transmitter of information: I want to be a mediator who connects language with knowledge of the world. This vision of the teacher's role helps me understand the responsibility I have as a language educator in interdisciplinary contexts.

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Reading articles such as "Why is Science Education Important?" and "Teaching Science through English – a CLIL Approach" has allowed me to understand that education goes far beyond simply transmitting content. These texts invite me to reflect deeply on how to teach in a more conscious, meaningful, and inclusive way. By analyzing approaches like CLIL, I understand that teaching is also a way to build critical thinking, develop communication skills, and develop citizens capable of interacting in a globalized and diverse world.

I consider this type of reading to be fundamental to my training as a future foreign language teacher, as it provides me with theoretical and practical tools to better integrate language with other areas of knowledge. Furthermore, it inspires me to continue preparing myself with commitment and curiosity, as education requires constant updating, creativity, and sensitivity. Ultimately, this article not only taught me about science or methodologies, but also reinforced my conviction that teaching well also means learning to transform realities.

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Assessment in CLIL should consider both content mastery and the development of language skills. It's not enough to assess whether the student understood the science; it's also important to observe how they expressed themselves, what vocabulary they used, how they argued, and whether they were able to communicate their ideas clearly. Therefore, a more comprehensive, formative, and process-oriented assessment is promoted.

I find this assessment approach more fair and comprehensive. It evaluates the student as a whole, not just for memorization. As a preservice teacher, this inspires me to seek more humane, flexible, and consistent strategies for learning objectives. I would like to implement rubrics that integrate content and language and allow for real feedback, not just grades.