Development of academic English language skills among 11th grade students in written biology assignments through the use of the CLIL methodology: a Research Lesson Study
Authors
Shakhmetova, Zhanar
Nusipzhanova, Gulzhan
Issue Date
2024
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Kazakhstan
Abstract
Background and purpose: This research aimed to explore the effectiveness of Content and Language Integrated Learning (CLIL) methodology in enhancing academic English language skills among 11th grade students, specifically in written biology assignments. The study aimed to identify effective language instruction strategies that support students' content learning and language development simultaneously.
Aims: The study investigated the effect of CLIL methodology on academic English language skills, specifically vocabulary, grammar, writing conventions, and scientific literacy in biology assignments, aiming to improve students' ability to accurately express scientific concepts.
Study design or methodology: This Research Lesson Study involved 11th grade biology students in a traditional classroom using the CLIL approach. Data was collected through observations and interviews with students, written assignments and analyzed for language proficiency and content accuracy. Teachers from two Nazarbayev Intellectual Schools created special resources to support student learning and language development as a second or third language.
Findings: The CLIL methodology significantly enhanced students' academic English language skills in written biology assignments, resulting in enhanced vocabulary usage, improved grammar, and improved scientific literacy in biology-related concepts, indicating a deeper understanding and language development.
Conclusions, originality, value and implications: The research emphasizes the importance of integrating language instruction within content subjects, enabling students to develop subject-specific knowledge and language proficiency simultaneously. The study provides a practical approach for educators to enhance language education and support students' academic achievement.
Aims: The study investigated the effect of CLIL methodology on academic English language skills, specifically vocabulary, grammar, writing conventions, and scientific literacy in biology assignments, aiming to improve students' ability to accurately express scientific concepts.
Study design or methodology: This Research Lesson Study involved 11th grade biology students in a traditional classroom using the CLIL approach. Data was collected through observations and interviews with students, written assignments and analyzed for language proficiency and content accuracy. Teachers from two Nazarbayev Intellectual Schools created special resources to support student learning and language development as a second or third language.
Findings: The CLIL methodology significantly enhanced students' academic English language skills in written biology assignments, resulting in enhanced vocabulary usage, improved grammar, and improved scientific literacy in biology-related concepts, indicating a deeper understanding and language development.
Conclusions, originality, value and implications: The research emphasizes the importance of integrating language instruction within content subjects, enabling students to develop subject-specific knowledge and language proficiency simultaneously. The study provides a practical approach for educators to enhance language education and support students' academic achievement.
Description
Keywords (free text)
CLIL , biology , science education , content and language integrated learning