How CLIL can provide a pragmatic means to renovate science education – even in a sub-optimally bilingual context
Bibliographic Data
| ID | 20506294 |
|---|---|
| Authors | Maria Grandinetti (0009-0006-3927-3630, Ospedale Valduce), Margherita Langellotti (Istituto Nazionale di Fisica Nucleare, Galileo Galilei Institute for Theoretical Physics), Y L Teresa Ting (0000-0003-2901-8194, University of Calabria, corresponding author) |
| Year | 2013 |
| Volume | 16 |
| Issue | 3 |
| Pages | 354-374 |
| Publication date | 2013-05-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2013.777390 |
| OpenAlex | W2123365181 |
| Language | EN |
| Citations received | 19 |
| References cited | 19 |
This study responds to the Italian Ministry of Education mandate that, starting the 2013–2014 academic year, CLIL be implemented in the final year of high school, during content time, by content teachers with C1-level competence in English. This decision raises numerous concerns, at least in Calabria: most content teachers have, at best, B1-level English competence and consider CLIL the final straw in an overburdened scholastic curriculum. Secondly, EFL teachers without sufficient content competence are reluctant to contribute to CLIL initiatives, seeing themselves reduced into ‘walking (technical) dictionaries.’ Content-driven task-based activities were therefore developed to enable both the EFL teacher (Grandinetti) to work within her comfort zone on an advanced-level science topic and an experienced science teacher (Langellotti), with ‘only’ B1-level English-competence, to fulfil the L1-science curriculum. Such ‘professional limitations’ prompted the development of CLIL activities which necessarily scaffold between comprehensible language and accessible content, transforming teacher-centred lecturing into learner-centred learning. The materials used and the theories guiding their development are presented, alongside analyses of classroom discourse. Positive learning outcomes were obtained and more importantly, maintained, especially from normally disaffected students. Since the sub-optimally bilingual reality of Calabria may reflect many international contexts, delineating how content and language teachers ‘can CLIL’ within their comfort zones will ensure that CLIL contributes successfully to international mainstream bilingual education
Bilingual education · Christian ministry · Content and language integrated learning · Curriculum · Foreign language · Mainstream · Mathematics education · Pedagogy · Political science · Sociology · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Teaching foreign languages by means of CLIL in selected European countries
Contar las ciencias
Didáctica de las lenguas, Interculturalidad y Multilingüismo en Educación (Dime)
Content and Language Integrated Scientific Modelling
Saturdays of Science. An Experimental Learning and Training Scenario in CLIL and Ibse
Digital storytelling as a disciplinary literacy enhancement tool for EFL students
The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations
Understanding and applying Cefr-aligned descriptors for science cognitive discourse functions in CLIL classrooms
Code-switching in a CLIL multilingual setting
Teacher’s feedback in teaching science in a bilingual Bruneian primary classroom
Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia
Language policy in Italian universities
The language of ciencia
Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes
Characterizing CLIL teaching
Preparing teachers in Italy for CLIL
Content and language integrated learning next in Asia
Students’ appraisals of their bilingual experience in a monolingual Italian reality
The relevance of school self-concept and creativity for CLIL outreach learning
Handbook of qualitative research
The Manufacture of Knowledge
Discourse in Content and Language Integrated Learning (CLIL) Classrooms
Clil
Communities of Practice
Reading Senseless Sentences
Literacy and Science
Immersion and CLIL in English
Academic Language and the Challenge of Reading for Learning About Science
Arguing to Learn in Science
Discourse and social change
Age on Arrival and Immigrant Second Language Learning in Canada
Task‐Based Language Learning
Bilingualism and Special Education
| Citations per year | 1.73 |
|---|---|
| Citation span | 2015 - 2026 (12) |
| Highly cited | No |