Designing and Analyzing Content and Language Integrated Learning (CLIL) Lesson Plans for Primary Education

• Main Authors: Jih-HsingChen, 陳日興
• Other Authors: Wenli Tsou
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/2b3db5

碩士 === 國立成功大學 === 外國語文學系 === 106 === The present study aims to design and analyze CLIL lessons in the context of Taiwan, giving specific details and discussions grounded on the 4Cs framework. As a matter of fact, by far, there are considerable strides taken into the visual of CLIL, however, most of which target its potential effects on the acquisition of language competence (e.g., Agustín‐Llach ＆ Canga Alonso, 2016), subject competence (e.g., Jäppinen, 2005), students’ attitude toward English as a foreign language (e.g., Lasagabaster ＆ Sierra, 2009), and stakeholders’ perceptions of CLIL experiences (e.g., Pladevall-Ballester, 2015). Methodological resources and guidelines for designing CLIL seem to be pretty limited (Meyer, 2010). Therefore, to help conceptualize a deeper insight into CLIL teaching and learning, a platform working to promote and highlight specific aims was held at NCKU for its practical purposes. The contributors were 57 primary school teachers from Tainan city, in a mixture of 23 content teachers and 34 English teachers, 57 for all, comprising a total number of 10 groups by specific content areas (e.g., math), ranging in number from 4 to 6 of team work. Teachers exemplified with a sample framework in advance have contributed to their own choices of CLIL lesson plans, PPT slides, for data collection and analysis, respectively, 10 in total. The findings of the research has demonstrated some tendency as follows: 1.Teachers might be aware of the arrangement between content and language matters, but somehow neglected the role of culture in the 4Cs framework 2.Teachers normally approached to the areas that potentially connected with students’ real life experiences (e.g. attractions), aiming at a truly authentic learning environment 3.Teachers tended to possess the lower level of skills in either the pursuit of cognitive events (e.g., recall) or the activation of verbal performances (e.g., report) 4.Despite transparent team work specifying the learning of key sentences in respective lesson, teachers embraced a higher tendency to focus more on the key word rather than a sentence pattern from PPT design. 5.Teachers commonly pursuit the use of visual aids (e.g., picture), the connection of background knowledge, the arrangement of group work discussion, as well as the role of translanguaging in featuring scaffolding. The current study provides a more structured table with all loads of details by literature reviews, outlining a range of skills for future ease of reference, as well as giving examples of CLIL designs to represent the case in Taiwan. In doing so, all the simplicities of theories may enable future educators to retrieve all the necessary details grounded in CLIL systems without being much confused.