CLIL in First Grade Music Class: An Action Research

• Main Authors: TSAI, CYNTHIA YU-SHIN, 蔡余欣
• Other Authors: Michael Tanangkingsing
• Format: Others
• Language: en_US
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/qcyd9k

碩士 === 國立臺北科技大學 === 應用英文系 === 107 === Content and Language Integrated Learning (CLIL) has been an increasingly popular teaching approach in Taiwan due to the government’s promotion of bilingual education. However, the shortage of appropriate learning materials and uniform teaching methods make CLIL teachers struggle to teach a dual-focused lesson. The current study is an action research conducted by an elementary school teacher who would like to enhance the learning effectiveness of the first-grade CLIL music class. The research aims to examine whether the CLIL-Pyramid, a conceptual framework for building quality CLIL materials proposed by Meyer (2010), helps the teacher design materials and activities that facilitate content and language learning or not. Furthermore, the study investigates how the self-designed materials and the interdisciplinary lesson plans support pupils to acquire subject content through using a foreign language. The results reveal that the experimental group who adopted the CLIL–Pyramid materials outperformed those who used the local textbook in the domain of language, and both groups improved significantly on music after the six-week CLIL instruction. It indicates that CLIL-Pyramid is a useful framework that helps CLIL teachers design quality learning materials and effective teaching activities that foster dual-focused learning.