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...
Main Author: | |
---|---|
Format: | Others |
Language: | English |
Published: |
Nelson Mandela Metropolitan University
2013
|
Subjects: | |
Online Access: | http://hdl.handle.net/10948/d1020903 |
id |
ndltd-netd.ac.za-oai-union.ndltd.org-nmmu-vital-9466 |
---|---|
record_format |
oai_dc |
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 |
_version_ |
1718565037736460288 |