Challenges and Strategies on the Content and Language Integrated Learning Approach (CLIL): A Case Study from the Turkish Context

Autor/inn/en	Metlí, Akin; Akis, Dinçer
Titel	Challenges and Strategies on the Content and Language Integrated Learning Approach (CLIL): A Case Study from the Turkish Context
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 15 (2022) 1, (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Metlí, Akin) ORCID (Akis, Dinçer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Barriers; Educational Strategies; Advanced Placement Programs; Content and Language Integrated Learning; Teaching Methods; Second Language Learning; Second Language Instruction; High School Teachers; Science Instruction; Mathematics Instruction; English (Second Language); Language of Instruction; Lesson Plans; Science Teachers; Mathematics Teachers; Vocabulary Skills; Translation; Interdisciplinary Approach; Feedback (Response); Inquiry; Active Learning; Teacher Attitudes; Thinking Skills; Cooperative Learning; Language Usage; Foreign Countries; Secondary School Teachers; Case Studies; Turkey + Suchen Sie Ihr Suchwort? Lehrstrategie; CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Lesson planning; Unterrichtsplanung; Science; Science teacher; Wissenschaft; Mathematics; Mathematik; Aktiver Wortschatz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aktives Lernen; Lehrerverhalten; Denkfähigkeit; Kooperatives Lernen; Sprachgebrauch; Ausland; Case study; Fallstudie; Case Study; Türkei
Abstract	Limited studies investigate the high school teachers' challenges and strategies while teaching science and mathematics in English as the target language through the content and language integrated learning (CLIL) approach. Hence, this study aimed to investigate the challenges that science and math teachers encounter and the strategies they employ while fostering students' development of proficiency in English as the target language in physics, chemistry, biology, and mathematics courses in the International General Certificate of Secondary Education (IGCSE) and International Baccalaureate Diploma Program (IBDP). The study utilized various qualitative tools such as semi-structured interviews, open-ended questionnaires, and lesson observations to analyze science and math teachers' strategies and challenges at a case school in eastern Turkey. The study revealed that as part of the CLIL approach, the participant teachers indicated various challenges such as a lack of vocabulary repertoire, translation problems, and weak foundational knowledge. They used common strategies such as group work interactions, interdisciplinary activities, individualized feedback, the promotion of higher-order thinking skills, inquiry-based learning, and reinforcement of language used to deal with these challenges. The study presents further implications for good practices and recommendations to resolve challenges. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01