CLIL: A Science Lesson with Breakthrough Level Young EFL Learners

Abstract

'a, Tahiti (EA So ciétés Traditionnelles et Contemporaines en Océan ie) 2 IUFM Université de la Poly nésie Française, BP 6570, 98702 Faa'a, Tahiti (EA So ciétés Traditionnelles et Contemporaines en Océan ie) Abs t rac t This paper reports on the implementation of a Content and Language Integrated Learning (CLIL) approach to teach a science subject topic to young learners. The participants of the s tudy were 10-11 year-old elementary school children who lived in Tahit i, French Polynesia. The study comprised four identical lessons: a) two CLIL lessons (English/L2); and b) two science subject less ons (French/L2). The approach us ed in the lessons drew on the principles of CLIL and sociocultural theories. The study was designed to investigate if CLI L could be applied effectively with beginner level young learners with 25-to 30-minute Englis h as a Foreign Language (EF L) showers. The study als o sought to explore if there would be any observable differences between a CLIL lesson (L2) and a subject lesson (L1) regarding: a) the teaching/learning of content knowledge; b) the learners' willingness to participate in classroom activ ities ; and c) the types of classroom interactions used. The study employed video recordings to gather data. The videotaped data were transcribed and the transcribed data were analyzed qualitatively by focusing on classroom exchanges, and non-verbal contextual elements. The data were also analyzed qualitatively by using descriptive statistics, and the results obtained were presented through histograms. The results indicated that successful CLIL practice is possible with Breakthrough level young learners. This study also showed that dialogic exchanges can be used both as a means for scaffolding content and language learning.