Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom

Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its applica...

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Main Author: Thorne, Rochelle
Format: Others
Language:English
Published: Nelson Mandela Metropolitan University 2013
Subjects:
Online Access:http://hdl.handle.net/10948/d1020903
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spelling ndltd-netd.ac.za-oai-union.ndltd.org-nmmu-vital-94662017-12-21T04:22:39ZContent and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroomThorne, RochelleLanguage arts -- Correlation with content subjectsScience -- Study and teaching (Secondary)Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its application internationally has been shown by empirical research to significantly improve overall language competence in the target language. Reports indicate increased learner motivation and support for the learning of the content subject. This study sought to consider whether CLIL intervention would improve both language and science skills amongst Grade 8 learners in a Natural Sciences classroom. The researcher used a concurrent embedded mixed method design, including both quantitative and qualitative methodologies to gather data. An experimental test design with English Home Language classes and Afrikaans Home Language classes was employed. Hypothesis Testing was used as a statistical analysis to compare the pre-test and post-test results in order to ascertain the impact of CLIL intervention. In addition, the poster-activity and an open-ended questionnaire was used to qualitatively ascertain the impact of CLIL on learner literacy skills. The results showed that CLIL intervention improved learner performance significantly when compared to learners who were not exposed to CLIL. In addition, CLIL lessons were perceived as effective and learners verified that the approach was beneficial to their learning process.Nelson Mandela Metropolitan UniversityFaculty of Education2013ThesisMastersMEdx, 119 leaves : illustrationspdfvital:9466http://hdl.handle.net/10948/d1020903EnglishNelson Mandela Metropolitan University
collection NDLTD
language English
format Others
sources NDLTD
topic Language arts -- Correlation with content subjects
Science -- Study and teaching (Secondary)
spellingShingle Language arts -- Correlation with content subjects
Science -- Study and teaching (Secondary)
Thorne, Rochelle
Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom
description Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its application internationally has been shown by empirical research to significantly improve overall language competence in the target language. Reports indicate increased learner motivation and support for the learning of the content subject. This study sought to consider whether CLIL intervention would improve both language and science skills amongst Grade 8 learners in a Natural Sciences classroom. The researcher used a concurrent embedded mixed method design, including both quantitative and qualitative methodologies to gather data. An experimental test design with English Home Language classes and Afrikaans Home Language classes was employed. Hypothesis Testing was used as a statistical analysis to compare the pre-test and post-test results in order to ascertain the impact of CLIL intervention. In addition, the poster-activity and an open-ended questionnaire was used to qualitatively ascertain the impact of CLIL on learner literacy skills. The results showed that CLIL intervention improved learner performance significantly when compared to learners who were not exposed to CLIL. In addition, CLIL lessons were perceived as effective and learners verified that the approach was beneficial to their learning process.
author Thorne, Rochelle
author_facet Thorne, Rochelle
author_sort Thorne, Rochelle
title Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom
title_short Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom
title_full Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom
title_fullStr Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom
title_full_unstemmed Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom
title_sort content and language integrated learning (clil) as a language support strategy in a grade 8 natural sciences classroom
publisher Nelson Mandela Metropolitan University
publishDate 2013
url http://hdl.handle.net/10948/d1020903
work_keys_str_mv AT thornerochelle contentandlanguageintegratedlearningclilasalanguagesupportstrategyinagrade8naturalsciencesclassroom
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