| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 96 === Abstract
The concern of the 6th graders’ sliding learning motivation in a mix-leveled English classroom and a feasible approach to reinstate such a ramshackle condition is the aim of the study. Beginning to mature biologically, psychologically, socially and cognitively, the 6th graders need strong supports to help their ego identity find its place when mingling themselves in a classroom where mixed-level, preferred learning styles and diverse interests can hum in tune.
English as a global language has outshined the issue of either EFL or ESL. Therefore, the curricula and criteria for elementary English learning should be reframed. Content and Language Integrated Learning (CLIL）serves itself as the mainstream methodology in Europe and the impact of which has spread onto many countries except Taiwan.
Through CLIL, a year-long action research on two of the 12-year-olds classes is conducted to describe the phenomena of the CLIL-implemented elementary instruction with the 4Cs elements: content, communication, cognition, culture (Coyle, 2005), as well as, the response from the learners.
The study comes up with the results that, in CLIL, teachers working together, play the role as connectors, connecting the 4Cs with the pedagogical practices. It models a synergy of a learning-centered classroom involving the balanced enthusiasm from teachers and the learners. Also, the learners conceive a good mix of facts and good sense about language. It brings in good academic and communicative results accessible to not only the achieved, but also the under-achieved.
The results indicated that CLIL is adaptable to a variety of different school settings depending on the recognition of the policy makers, teachers and parents. Relevant in-service education programs should be provided to the elementary English teachers to activate teachers’ professional development. Teachers should prepare their own text for their own students, as only they know to what extents each level of students can be benefited from.
The CLIL program is a long-termed meta-cognitive expedition which facilitates the young adolescents to fit in the global village in the way they feel comfortable with. Our support and involvement will help them perceive value of this learning in a long run.
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