NEED FOR CLIL IN TEACHING 1
Background information about CLIL/ Article Summary
The global interconnections of communities have had challenges due tothe language barrier. Language barrier has been of concern to manypeople who may want to access something but can’t. English hastaken another angle to help curb the problem. Languages are essentialto knowing other people and what their culture is. For this need, theCommission of the European Communities suggested that every citizenshould be able to speak their mother language and two other foreignlanguages. The content and language integrated learning was seen asthe tool to reach this aim faster and in the best appropriate manner.In schools and other teaching facilities like seminars, teachingwould not be possible if dealing with a group of people speaking adifferent language. If the group would be able to have a languagethey can speak in common, that language will be used to teach themother non-language subjects such as history (Lin, et al. 2013). Dueto the increased use of the content and language integrated learning,studies have been conducted in this field to determine how best theapproach is of help.
The research question was to determine to what extent the contentand language integrated learning is benefiting the community. Has ithelped reduce the language barriers and challenges that the knowledgeof only one language brought? The researchers also needed todetermine whether the success of the content and language integratedlearning results from the program or the positive characteristics ofthe participants? The focus of the research also was to determine theextent of the student`s linguistics outcomes (Lin, et al. 2013).Since little is known about content and language integrated learning,how then can it be expressed to the people to know and implement itto their benefit?
Howthe researchers went about testing this question
So, that the researchers could address the question, a randomizedcontrolled field experiment was conducted on the effects that contentand language integrated learning had on subject matter learning inscience. A group of thirty schools which do not offer the content andlanguage integrated learning program were assigned to the monolingualand bilingual treatment condition (Piesche, et al. 2016). Theresearch employed a thorough designed which involved pre-tests andpost-tests. The subject that was chose was physics which is ascience. Linguistics argue that bilingual science instruction is yetto receive enough research attention and its possibility to enhancecontent and language integrated learning is highly debated. Sciencealso allows the students to engage in experiments and hands-on skillsas compared to other subjects.
After conducting the content and language integrated learningexperimental research, the outcome was that there are positiveinfluences of bilingual teaching on student`s language-learning.However, little is known about the impact of the CLIL on the teachingof the students. The research showed that, in bilingual children,CLIL is superior on cognitive control and selective selection. Theselective attention prevents the memory from being overworked leadingto more cognitive process. CLIL has also the constructivist view oflearning which helps the students to learn more languages andunderstand the message (Piesche, et al. 2016). The scientificconcepts tend to differ with the concepts of everyday life. Thescientific concepts, therefore, can be developed with fewerinterferences which will result in better learning. The use of CLIL,therefore, will work best for the students and enhance learning in aneasier and better way.
Lin, A. M. Y., He, P., & Liu, Y. (2013). Designing a frameworkfor teacher education in" Content and Language IntegratedLearning"(CLIL): Interaction between teacher identity andteacher knowledge base. ALP-CLIL 2013 Abstracts Book.
Piesche, N., Jonkmann, K., Fiege, C., & Keßler, J. U. (2016).CLIL for all? A randomised controlled field experiment withsixth-grade students on the effects of content and languageintegrated science learning. Learning and Instruction, 44,108-116.