Can “Integrated Learning” with English support science education? A case study in Portugal

Valentina Piacentini; Rui Marques Vieira; Ana Raquel Simões

doi:10.29333/ejmste/12069

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Valentina Piacentini ¹ ² ^* , Rui Marques Vieira ² , Ana Raquel Simões ²

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¹ I. C. “Via Merope” (School Cluster), Rome, ITALY² 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.

Keywords

Content and Language Integrated Learning (CLIL)
English as a Foreign Language (EFL)
language-focused science education
lower secondary school
qualitative research
scientific literacy

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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

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

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

Publication date: 07 May 2022

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Piacentini, V., Marques Vieira, R., & Simões, A. R. (2022). Can “Integrated Learning” with English support science education? A case study in Portugal. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2114. https://doi.org/10.29333/ejmste/12069

Vancouver

Piacentini V, Marques Vieira R, Simões AR. Can “Integrated Learning” with English support science education? A case study in Portugal. EURASIA J Math Sci Tech Ed. 2022;18(6):em2114. https://doi.org/10.29333/ejmste/12069

AMA

Piacentini V, Marques Vieira R, Simões AR. Can “Integrated Learning” with English support science education? A case study in Portugal. EURASIA J Math Sci Tech Ed. 2022;18(6), em2114. https://doi.org/10.29333/ejmste/12069

Chicago

Piacentini, Valentina, Rui Marques Vieira, and Ana Raquel Simões. "Can “Integrated Learning” with English support science education? A case study in Portugal". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 6 (2022): em2114. https://doi.org/10.29333/ejmste/12069

Harvard

Piacentini, V., Marques Vieira, R., and Simões, A. R. (2022). Can “Integrated Learning” with English support science education? A case study in Portugal. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2114. https://doi.org/10.29333/ejmste/12069

MLA

Piacentini, Valentina et al. "Can “Integrated Learning” with English support science education? A case study in Portugal". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 6, 2022, em2114. https://doi.org/10.29333/ejmste/12069