Abstract
Content and Language Integrated Learning (CLIL) is an approach used in different countries for learning foreign languages (FL) during non-language classes. Studies suggest that teaching methodologies aware of (verbal) language–such as CLIL–and other science modes (operational, symbolic, visual, etc.) can be beneficial for learning science. Within this PhD research, we aimed to understand science education practices and the influence of English (as a FL) on CLIL science teaching/learning. We designed a qualitative case study in a Portuguese school and gathered information through different methods. We found that, because English is present, a science teacher may become more open to the students’ (language) learning difficulties and to changing strategies/resources. Besides promoting FL proficiency, CLIL could represent a language-aware approach for enhancing science teaching/learning. This contributes to studies on CLIL and science education with a language focus and opens a reflection on teacher practices/education for the learning of science.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 18, Issue 6, June 2022, Article No: em2114
https://doi.org/10.29333/ejmste/12069
Publication date: 07 May 2022
Article Views: 1888
Article Downloads: 1360
Open Access Disclosures References How to cite this article