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Since the beginnings of civilization and human education, man has been concerned about knowing a little bit more about the world around him. For this reason, the educational sciences as nature and set of real phenomena, have allowed him to orient his own knowledge of a reality, unfolded in the multiple dimensions both social, physical and natural, feasible for historical studies on the cognitive dimension and common sense of knowledge from singular facts. Now, from the importance of teaching scientific education, this becomes a vital role to understand and improve practical education as an important aspect of the conceptual development of science through specific purposes. However, as mentioned by Southeastern Oklahoma State University (2023), technology and science products fill our daily lives, leading the human being to accept that scientific evidence informs public and global decisions that affect the everyday aspects of each being; Intrinsically this argument from the argumentative point of view, leads us to determine that the naturalness of the complex world is not only illustrated in infinite theoretical concepts but the facts that allow us to think, solving and making informed decisions as an integral part of education and the human need to solve problems from evidence-based ways. Finally, science in education, leaves aside memorization and boosts critical thinking skills by solving problems that deeply feed curiosity to know the world around us and advances that allow us as a society to discern, analyze and conclude based on scientific evidence as an evaluable instrument.

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As is well known, the CLIL is a learning approach that allows us to have greater scope through the teaching of common subjects in terms of the content and language of human daily life. Now, starting from that sense, the teaching of sciences through this method proposes an effective type of learning in which both the teacher and the student focus their development and cognitive skills on the functional and communicative integration of an L2. For its part, this type of methodology rooted in the sciences, implies a globalized type of teaching in which any content will enrich and give the opportunity to use a foreign language as a vehicle for learning and interaction. While, as mentioned by Cambridge English (2016), teaching science through content develops language skills that focus on the scaffolding of oral and written production, which is why they provide man with tools necessary for the performance of significant tasks, related to scientific facts. In this sense, being a conceptual, linguistic, procedural, and cognitive vehicle allows the human being to be immersed in the content, which addresses the main difficulties at the time expressing understanding of various socio-educational issues as lack of in-depth learning.

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The CLIL through its method proposes four principles, which are considered key in the development of different communicative skills and scientific facts, having as objective the study of a foreign language and its contribution to the knowledge in the teaching of the sciences. From the point of view, however, they promote argumentation and understanding in the subjects, in such a way that they allow the human being to reorganize and solve problems in his environment through real tools. Starting from this sense, and mentioning Coyle (1999) cited by Cambridge English (2016), these are the 4 principles for planning an educational lesson based on scientific frameworks:

1. Content

Within the four existing principles in the CLIL, this is related as the backbone of the learning process, since they allow access to content which is really relevant to the development of critical thinking and therefore, for the comprehensive item analysis of scientific education and teaching.

2. Communication

It develops meaningful and interactive form through combinations of interpersonal skills and mastery of a cognitive academic language. Likewise, it develops receptive and productive skills as a functional language, leading to understanding contents and analyzing them from a critical sense.

3. Cognition

It assumes learning as a cognitive challenge for students to develop thinking skills in a higher order and at the same time promote their interpersonal communication skills in a linguistic and academic sense.

4. Culture

It differentiates multicultural reason and closely related thinking in each social sphere. In the same way, this type of principle helps the human being to be aware of his own reality and relate it to other cultures, so it increases the construction of his own knowledge through his social environment.

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Starting from the four principles mentioned above, two practical ways of planning linguistic and scientific support within the classroom stand out from the conceptual framework for the integration of language and content of a second language.  Therefore, according to Snow et al (1992) we find the following:

1. Content-Obligatory Language

This type of practical form essentially allows mastering the content through specialized vocabulary and functional language. For example, within a science class, a laboratory experiment is to be conducted to determine the various senses of the human being. To do this, the student must include concepts such as Touch, taste, sight, hearing, and smell.

2. Content-Compatible Language

For its part, this kind of practical form is useful but not essential within a particular topic. In this sense, for example, based on the previous proposal, a vocabulary compatible with the content could be: observe, analyze, determine and conclude the different perceptions, shapes, sizes, textures, smells and flavors that present different objects.

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Teaching science through  CLIL in context 

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Teaching science through  CLIL in context 

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1. Content-Obligatory Language

The thermometer

Degrees

Natural elements

2. Content-Compatible Language

The weather

The kind of climes

Types of garments to wear in different climates

The seasons

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Let's Smile CLIL Lesson(Science) - Reading a Thermometer

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Considerations when planning a CLIL lesson science 

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Considerations when planning a CLIL lesson science 

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According to Cambridge English (2016) when making planning based on a science lesson focused on the CLIL method, the following 6 considerations should be taken into account:

1. Activating prior knowledge

From the critical sense, this type of consideration allows the teacher to find out the main scientific needs and fact that their students have from their first language L1, leading them to deepen through a second or third language, ideas that explain such knowledge.

2. Input and output

As is well known, this type of hypothesis initially developed by the researcher and educator Stephen Krashen, allows educators to plan the entrance, that is to say what kind of information the student will consume during that class and how through their own production and analysis of such content (output), they use their practical skills to determine from their own criteria, critical aspects that determine new forms of knowledge.

3. Wait time

This kind of consideration refers to the waiting time teachers have between asking questions and what students answer. In this sense, starting from this own argument this consideration allows the student to process and know through a non-native language, new concepts especially within the interaction in the classroom.

4. Collaborative Tasks

This type of consideration involves both the student and the teacher to produce vocabulary in key and specific structures within both collaborative and individual meaningful activities. They also support the processing of new scientific content and languages.

5. Cognitive Challenge

It often becomes a considerable support for developing thinking skills in a non-native language. For its part, it directs the student to communicate, not only through everyday functional language, but through cognitive and academic language, strategies that appropriate effective expressions towards needs during the development of certain topics.

6. Developing thinking skills

That kind of consideration deepens and fosters lower order thinking skills, such as: When? where? and why? it is necessary to understand the reality of learning in a curricular content.

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There are 5 types of challenges that CLIL faces during scientific learning, and for which Cambridge English (2016) breaks them down as follows:

1. Challenges for teachers

This is one of the main challenges facing teachers, since one of the main deepenings of CLIL is the mastery of a second language focused on various subjects. Therefore, from the point of view, it is considered that the teacher should be able to discuss, present and, above all, state in a precise and clear way specific topics, which in other words, present and question the contents addressed during the class.

2. Challenges for learners

One of the main challenges that the students pass, clearly is the measurable support of their teachers, since, having a more advanced level in a second language, they become a considerable support to understand the concepts, content in communication of ideas.

3. Use of L1

It is one of the main challenges that we Spanish speaking students go through, as the CLIL recognizes that students must have extensive knowledge in a second language and be able to communicate fluently, which becomes one of the main challenges within the classroom, as it not only inhibits the student to deepen and express their ideas but also makes this has a regression within their cognitive process.

4. Lack of materials

This is one of the main concerns of teachers, since many institutions of a public or private character do not have the amount of resources and contents that allow to dynamize and especially expand, cognitively, the ability to adapt a second language in education.

5. Assessment

The evaluation has become a focus of discussion for many teachers, since, these consider that to evaluate the content of language in different schools with different methodologies, does not determine the performance capacity or particularities in the sociocognitive development required by the CLIL.

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Cambridge English. (2016). Teaching science through English – a CLIL approach. Abrir este documento utilizando ReadSpeaker docReader https://www.geo-clil.ugent.be/wp-content/uploads/2016/03/Teaching-Science-through-English-A-CLIL-Approach.pdf.

Let’s smile CLIL lesson(science) - reading a thermometer. (2021, July 21). https://youtu.be/TtbjwVWPsO8

Southeastern Oklahoma State University. (2023, June 15). Importance of science education in schools. Southeastern Oklahoma State University; State University Online. https://online.se.edu/programs/education/med-curriculum-instruction/science/science-education-in-schools/