CLIL and Science education. A review for a Language focus in Science teaching

Piacentini, Valentina

doi:10.6092/issn.1970-2221/12646

Cited by 1 publication

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“…The "picture" provided by the descriptors from A6 to A10 is also enriched through the students' difficulties with science learning and their suggestions to teachers for improving it found in Piacentini et al (2016). Macrodescriptors of the second set reorder the acronym of CLIL as L.IL.C (from Language promotion to Content enhancement, see state-of-the-art review by Piacentini, 2021), include some findings of Piacentini et al (2018) and triangulate new ones within corresponding descriptors. Micro-descriptors between ||…|| are not pertinent to this article.…”

Section: Resultsmentioning

confidence: 99%

“…English language skills have become a paramount competence, especially for scientific degrees. Hence, the relevance of creating conditions for meaningful English learning and of exploring how English might support the learning of science and vice versa, for instance when "integrated" as a non-native language during science classes within cross-curricular programs, is defended by Piacentini (2021).…”

Section: Introductionmentioning

confidence: 99%

“…Piacentini (2021) considers that teaching methodologies orientated as "SCIL" (Science Constructed through the Integration of its Languages) can contribute to the development of scientific literacy.…”

mentioning

confidence: 99%

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

Piacentini

Vieira

Simões

2022

EURASIA J Math Sci Tech Ed

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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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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%