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RESEARCH PAPER
Can “Integrated Learning” with English support science education? A case study in Portugal
1
I. C. “Via Merope” (School Cluster), Rome, ITALY
2
Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF), University of Aveiro, PORTUGAL
Publication date: 2022-05-07
EURASIA J. Math., Sci Tech. Ed 2022;18(6):em2114
KEYWORDS
Content and Language Integrated Learning (CLIL)English as a Foreign Language (EFL)language-focused science educationlower secondary schoolqualitative researchscientificliteracy
ABSTRACT
Content and Language Integrated Learning (CLIL) is an approach used in different countries for
learning foreign languages (FL) during non-language classes. Studies suggest that teaching
methodologies aware of (verbal) language–such as CLIL–and other science modes (operational,
symbolic, visual, etc.) can be beneficial for learning science. Within this PhD research, we aimed
to understand science education practices and the influence of English (as a FL) on CLIL science
teaching/learning. We designed a qualitative case study in a Portuguese school and gathered
information through different methods. We found that, because English is present, a science
teacher may become more open to the students’ (language) learning difficulties and to changing
strategies/resources. Besides promoting FL proficiency, CLIL could represent a language-aware
approach for enhancing science teaching/learning. This contributes to studies on CLIL and science
education with a language focus and opens a reflection on teacher practices/education for the
learning of science.
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