Building in language support in a Hong Kong CLIL chemistry classroom

Abstract

Science writing has played a crucial part in science assessments. This paper reports a study in an area that has received little research attention – how science lessons in content and language integrated learning (CLIL) can increase the science knowledge development of English as a foreign language (EFL) students in Hong Kong. The data come from a school-based interventional study in chemistry classrooms, with written data from questionnaires, assessments and teachers’ logs and verbal data from interviews and classroom observations. The effectiveness of the CLIL teaching and learning activities in various chemistry classrooms were compared and evaluated, with a discussion of some implications. The paper concludes that CLIL teaching and learning activities yielded positive learning outcomes among chemistry learners with low English ability.

Effectiveness of Digital Heat Teaching Materials Based on Science, Environment, Technology, Society (SETS) to Improve Science Literacy of Junior High School Students

“…Learning that involved an environment for contextual learning by utilizing science learning resources can help students better understand their scientific literacy (Kristyowati, 2019). STSE-based teaching materials that cover science, technology, social, environment, and culture have been successfully implemented in environment-based learning and have been proven to be effective in improving students' cognitive and affective domains because they can encourage students' scientific literacy to be applied in the real world (Tsang, 2021).…”

The Effect of CLIL Implementation on Students’ Development of English Reading Performance: An Empirical Study of Undergraduate Students in China

“…The L2 will become the tool to communicate while doing different tasks (Genesee & Lindholm-Leary, 2013). Recently, CLIL has been developed and implemented in a wide range of fields, including chemistry, engineering, history, math, and physical education (Tsang, 2020;Akbarov et al, 2018;Pancheva & Antov, 2017;Coral & Lleixà, 2016;Wannagat, 2007). In addition, research in the domain of language education has achieved some satisfactory results, and some studies have suggested that CLIL can improve learners' learning motivation (Karimi et al, 2019) and academic self-efficacy (Ohlberger & Wegner, 2019) for foreign language learning.…”