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Teaching Science through English – A CLIL Approach

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Teaching Science through English – A CLIL Approach

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The article "Teaching Science through English – A CLIL Approach" addresses the CLIL methodology, which integrates the teaching of curricular content through a non-native language. Key considerations for planning CLIL science lessons, the challenges faced by both teachers and students, and strategies for overcoming these challenges are highlighted. In addition, the application of CLIL in a science lesson on the human skeleton is exemplified, highlighting the importance of an approach that combines learning content with the development of the necessary academic language.

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Definition and Approach: CLIL (Content and Language Integrated Learning) is an approach that integrates the teaching of curricular content through a non-native language. In this context, students gain knowledge and understandings of the curricular content while learning and using the target language.

Importance of Content: Curricular content leads language learning. For example, learning about biology involves developing an understanding of the material and physical world, the impact of science on life and the environment, scientific concepts, and scientific inquiry.

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Considerations When Planning a CLIL Science Lesson

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Considerations When Planning a CLIL Science Lesson

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Activation of Prior Knowledge: It is important to start the lesson by discovering what students already know about the scientific topic.

Input and Output: Plan how information will be presented (orally, in writing, etc.) and how students will communicate the content and language learned.

Wait Time: Need for a longer wait time after asking questions so that students can process concepts in a new language.

Collaborative Tasks: Include tasks that involve the use of vocabulary and specific structures of the topic in pair or group work activities.

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For Teachers: Feel confident about their level of English, especially if they haven't used it for some time. Need to present and explain concepts clearly and to use appropriate language in the classroom.

For Students: They require considerable support to develop thinking skills in a non-native language and to communicate both the everyday functional language and the cognitive academic language of school subjects.

Lack of Materials: Difficulties in finding appropriate materials that complement work in the L1 curriculum or adapting materials from native speakers.

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Teacher Actions: Use online dictionaries with audio features, grammar reference books, and plan questions that involve high-order thinking skills.

Collaboration between Subject and Language Teachers: Plan curricular topics together to mutually benefit from their areas of expertise.

CLIL Lesson Planning: Include more components in CLIL lesson planning than in a standard subject or language lesson, such as learning outcomes, subject content, and activities that promote collaboration.

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Reading the article "Teaching Science through English – A CLIL Approach" made me reflect on the way we learn and teach. I find the idea of ​​learning science through a second language very interesting and challenging at the same time. I like how the CLIL approach not only focuses on academic content, but also integrates language learning, which can be very beneficial in our globalized world.

One thing that stood out to me is the importance of activating prior knowledge before starting a lesson. This reminds me of sometimes when in chemistry or biology class, teachers start with simple questions that make us think about what we already know. It's a good way to connect new knowledge with something familiar.

I also appreciate that the article addresses the challenges for both teachers and students. Sometimes, as students, we don't realize the difficulties our teachers face, especially when they have to teach in a language that is not their mother tongue. Knowing that there are strategies and tools available to help them is comforting.

On the other hand, I realized that learning through CLIL could be more demanding in terms of time and effort. But I think the benefit of improving our second language skills while learning science is a worthwhile added value.

Overall, the article made me value the work behind lesson planning more and motivated me to be more patient and collaborative in my classes. It also made me think that learning a second language in this way can make learning more dynamic and interesting.