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ERIC Number: EJ1379267
Record Type: Journal
Publication Date: 2022
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2331-186X
Available Date: N/A
The Possibilities and Challenges of Using Content and Language Integrated Learning Approach in a Private Sector School of Northern Sindh, Pakistan
Jalal, Shumaila; Nawab, Ali
Cogent Education, v9 n1 Article 2141966 2022
This research aimed to explore the possibility of using Content and Language Integrated Learning (CLIL) approach for the development of students' Second Language (L2) skills and content in the subject of Chemistry. To achieve this purpose, action research method was used to implement CLIL approach at grade 7 consisting of 30 students. The research was divided into two major cycles, each cycle containing actions to improve the situation and providing a base for the next cycle. The researchers planned and implemented lessons using the CLIL approach. Interviews, observations, and document analysis were used to generate data. The research revealed that although CLIL has the potential to enhance the content knowledge and language competency of students, certain factors such as the academic background of students, the capacity of teachers and the system-related expectations from teachers influence the implementation of the approach in this region. The paper explores the possibility and challenges of a language teaching approach (CLIL) which has received increasing attention in other contexts but has remained unattended and unexplored in the context of Pakistan.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pakistan
Grant or Contract Numbers: N/A
Author Affiliations: N/A