STEAM pedagogy in foreign language education
An endeavour to broaden CLIL pedagogy through 6E’s framework
Bibliographic Data
| ID | 21240439 |
|---|---|
| Authors | David Imamyartha (0000-0001-5101-0178, Universitas Jember), Utami Widiati (0000-0002-8603-4556, State University of Malang, corresponding author), Aan Erlyana Fardhani (Universitas Jember), Alifiyah A’yunin (Universitas Jember), Mitasari Mitasari, Galuh Candraning Hapsari |
| Year | 2024 |
| Volume | 13 |
| Issue | 3 |
| Pages | 477-489 |
| Publication date | 2024-01-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Indonesian Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2301-9468 • E-ISSN: 2502-6747 |
| Publisher | Universitas Pendidikan Indonesia (UPI) (PUBLISHER) |
| DOI | 10.17509/ijal.v13i3.66933 |
| OpenAlex | W4395093411 |
| Language | EN |
| Citations received | 1 |
| References cited | 17 |
This study addressed the dilemma in Content and Language Integrated Learning (CLIL) teaching. It argued that a STEAM pedagogy (Science, Technology, Engineering, Arts, and Mathematics) can inform and broaden CLIL pedagogy through 6E’s framework (engage, explore, explain, engineer, enrich, and evaluate). The authors first theoretically highlighted how STEAM pedagogy addressed some of the issues concerning CLIL instruction and showed that 6E’s framework cohered with the 4C’s (culture, content, cognition, and communication) of pluriliteracies approach to CLIL. We then actuated this conceptualization through a case study exploring Indonesian EFL learners’ engagement in 16-meeting CLIL lessons by examining their multidimensional learning experiences, affectivity, and emotionality. Data were oriented to the contextual variables of effective learning from learners’ standpoint and collected through Academic Emotion Questionnaire (AEQ), language learning attitude battery, and reflection sheet distributed to 204 college learners in six CLIL classes with 6E’s framework. The findings demonstrated the potency of 6E’s framework to provide vital scaffolding for discipline-specific literacies through scientific inquiry in language learning. The framework stimulated intensive multidimensional learning, positive academic emotions, and positive attitudes toward CLIL lessons. Students’ reflections underscored how the framework paved engaging authentic language tasks and science projects as essential drives for intrinsic motivation to learn content and language despite limited linguistic repertoires
Foreign language · Linguistics · Pedagogy · Sociology · Higher Education Learning Practices · Philosophy · Psychology · Second Language Learning and Teaching · Technology-Enhanced Education Studies
Measuring emotions in students’ learning and performance
Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing
Enhancing understanding of foundation concepts in first year university STEM
Implementation of a STEAM project in compulsory secondary education that creates connections with the environment ( Implementación de un proyecto STEAM en Educación Secundaria generando conexiones con el entorno )
STEAM education
Effects of an integrated STEAM approach on the development of competence in primary education students ( Efectos de una propuesta STEAM integrada en el desarrollo competencial del alumnado de Educación Primaria )
Intercultural citizenship in foreign language education
Listening to learners
Content and Language Integrated Learning
Engineering lecturers’ views on CLIL and EMI
Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands
They learn the CLIL way, but do they like it? Affectivity and cognition in upper-primary CLIL classes
CLIL and pedagogical innovation
Characterising integrated content-language pedagogies of global perspectives teachers in Dutch bilingual schools
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Using thematic analysis in psychology
Assessing multidimensional students' perceptions of twenty-first-century learning practices
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |