Effect of science and technology learning with foreign langauge on the attitude and success of students

Kiraz, Aşkın; Güneyli, Ahmet; Baysen, Engin; Gündüz, Şerife; Baysen, Fatma

doi:10.1016/j.sbspro.2010.03.652

Cited by 7 publications

(6 citation statements)

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“…These data are in line with the findings of previous studies having revealed CLIL student's higher performance in the target language (Dalton-Puffer & Smit, 2008;Korosidou & Griva, 2013;Maillat, 2010;Moore, 2009). Concerning content-knowledge, it was showed that students tended to have improved their knowledge in relation to citizenship and raised their sensitivity to diversity which aligns with the findings of previous studies (Griva & Kasvikis, 2015;Gimeno, Ó Dónaill, & Zygmantaite, 2013;Kiraz et al, 2010). This happened in a task-based framework where children participating in macro activities came in contact with aspects of "the other," "the foreigner," or "the disabled" person.…”

Section: Discussionsupporting

confidence: 88%

“It’s the Same World through Different Eyes”: A CLIL Project for EFL Young Learners.

Korosidou

Griva

2016

Colomb. Appl. Linguist. J

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This paper presents the design, implementation and evaluation of a project entitled "It's the same world through different eyes", which was based on the principles of Content and Language Integrated Learning (CLIL) approach and was piloted with 4th primary school grade students. More specifically, we employed a dual-focused approach, focusing equally on English language and content development. For the purpose of the project, we designed a mini-syllabus with the stories being at the core of the design. The objectives of the project were to: a) develop the students’ skills in EFL, b) develop their sensitivity towards diversity, c)enhance their citizenship awareness. Students were provided with opportunities to express themselves verbally and non-verbally, and participate in a variety of creative activities in a multimodal teaching context. The findings of project evaluation indicated students’ improvement regarding both their receptive and productive skills in the target language, and the development of children’s citizenship awareness and their sensitivity towards diversity.

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Section: Discussionsupporting

confidence: 88%

“It’s the Same World through Different Eyes”: A CLIL Project for EFL Young Learners.

Korosidou

Griva

2016

Colomb. Appl. Linguist. J

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“…However, even in the presence of conspicuous advantages stemming from the use of students' indigenous languages for instruction, the findings resoundingly echo a preference for English as the medium for learning science, largely attributed to its adeptness in conveying visual representations. Lastly, aligned with the findings of the current study, a study conducted by Kiraz et al (2010) substantiates and validates a favorable inclination among students toward science and technology courses instructed in the English language. The significance of this inclination is underscored by its notable contribution to augmenting students' interpretive capacities in the domain of visual representation in both scientific and technological contexts, thereby enriching their comprehensive learning experiences.…”

Section: Discussionsupporting

confidence: 87%

“…The significance of this inclination is underscored by its notable contribution to augmenting students' interpretive capacities in the domain of visual representation in both scientific and technological contexts, thereby enriching their comprehensive learning experiences. This sentiment mirrors the observations posited by Al-Mashikhi et al (2014) and is further reinforced by the conclusions drawn by Kiraz et al (2010), collectively affirming students' recognition of the advantageous aspects associated with acquiring scientific knowledge in English.…”

Section: Discussionsupporting

confidence: 79%

Science Students’ Attitudes Towards the Use of Indigenous Language in Understanding Visual Representations

Ramulumo

2023

JISE

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This study aimed to investigate the attitudes of science students toward the utilization of their indigenous language in comprehending visual representations. A mixed-methods approach was employed to delve into students' perspectives, preferences, and beliefs regarding the medium of instruction in science education, with a specific emphasis on the role played by indigenous languages in the interpretation of visual representations. The study utilized a sequential explanatory research design, initially collecting and analyzing quantitative data, followed by qualitative data to augment the comprehension of the quantitative findings. The findings indicated a marked preference among students for employing English as the medium of instruction in science education, driven by its perceived global significance and potential advantages in accessing scientific resources and opportunities. Furthermore, students who had not been exposed to science education in their indigenous language exhibited negative attitudes toward its utilization. They also repudiated the notion that acquiring science knowledge in their indigenous language would enhance their ability to interpret visual representations effectively. These findings bear implications for the indigenization of curricula and underscore the significance of taking into account students' language preferences and attitudes in the context of science education. Future research should delve further into language choices in various educational settings and refine research instruments to enhance measurement precision. Educators and policymakers would be well-advised to consider students' language preferences to create inclusive and culturally responsive learning environments. This approach provides support to students in enhancing their proficiency in the selected language of instruction.

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“…Critical voices, however, are beginning to make themselves heard. Until recently, such opinions have mostly been voiced in studies published in languages other than English, which makes them generally accessible only in condensed form (Lim Falk, 2008; Swedish studies reported in Sylvén, 2004; several Turkish publications briefly summarized in Kiraz, Güneyli, Baysen, Gündüz, & Baysen, 2010). One shared observation seems to be reduced active student participation in the classroom (as was also self-reported by students in interviews; Dalton-Puffer et al, 2008), which may lead to less learning.…”

Section: Learning Outcomesmentioning

confidence: 99%

Content-and-Language Integrated Learning: From Practice to Principles?

Dalton‐Puffer¹

2011

Ann Rev Appl Linguist

620

232

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This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners' interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foregrounds a prototypical CLIL context (Europe) but also refers to work done elsewhere. The first part of the discussion focuses on policy issues, describing how CLIL practice operates in a tension between grassroots decisions and higher order policymaking, an area where European multi-and plurilingual policies and the strong impact of English as a lingua franca play a particularly interesting role. The latter is, of course, of definite relevance also in other parts of the world. The second part of the article synthesizes research on learning outcomes in CLIL. Here, the absence of standardized content testing means that the main focus is on language-learning outcomes. The third section deals with classroom-based CLIL research and participants' use of their language resources for learning and teaching, including such diverse perspectives as discourse pragmatics, speech acts, academic language functions, and genre. The final part of the article discusses theoretical underpinnings of CLIL, delineating their current state of elaboration as applied linguistic research in the area is gaining momentum.

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Effect of science and technology learning with foreign langauge on the attitude and success of students

Cited by 7 publications

References 1 publication

“It’s the Same World through Different Eyes”: A CLIL Project for EFL Young Learners.

“It’s the Same World through Different Eyes”: A CLIL Project for EFL Young Learners.

Science Students’ Attitudes Towards the Use of Indigenous Language in Understanding Visual Representations

Content-and-Language Integrated Learning: From Practice to Principles?

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