From cultural awareness to scientific citizenship: implementing content and language integrated learning projects to connect environmental science and English in a state school in Colombia

• Autores: Edgar Garzón-Díaz
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 24, Nº. 2, 2021, págs. 242-259
• Idioma: inglés
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• Dialnet Métricas: 8 Citas
• Resumen

  • Content and Language Integrated Learning (CLIL) is an educational approach that integrates language learning with content teaching of subjects such as science. The CLIL approach regards culture a core component, however, science teachers often struggle to integrate a cultural component in their lessons. This study describes a pedagogical intervention using CLIL in a state school in Bogotá, Colombia. The first cycle of an action research project was implemented over the course of 1 year with 50 students (aged 15–19 years) and their teacher. Students used technology-enhanced CLIL-based environmental learning projects to integrate content (science) and a vehicular language (English). Questionnaires, a teacher's journal, artefacts, and interviews were used to collect data. The findings show students’ positive perceptions of CLIL and highlight the value of explicitly considering a cultural component in science lessons, framed through a lens of scientific citizenship. Implications for CLIL and science education are discussed.