Can “Integrated Learning” with English support science education? A case study in Portugal
Valentina Piacentini 1 2 * , Rui Marques Vieira 2, Ana Raquel Simões 2
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1 I. C. “Via Merope” (School Cluster), Rome, ITALY
2 Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF), University of Aveiro, PORTUGAL
* Corresponding Author

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.

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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

https://doi.org/10.29333/ejmste/12069

EURASIA J Math Sci Tech Ed, 2022 - Volume 18 Issue 6, Article No: em2114

Publication date: 07 May 2022

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