Can "Integrated Learning" with English Support Science Education? A Case Study in Portugal

Autor/inn/en	Piacentini, Valentina; Vieira, Rui Marques; Simões, Ana Raquel
Titel	Can "Integrated Learning" with English Support Science Education? A Case Study in Portugal
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 6, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Piacentini, Valentina) ORCID (Vieira, Rui Marques) ORCID (Simões, Ana Raquel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8215
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Science Education; Secondary School Teachers; Grade 7; Grade 8; Grade 9; Science Teachers; Language Teachers; Secondary School Students; Teacher Attitudes; Student Attitudes; Teaching Methods; Portugal + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Naturwissenschaftliche Bildung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Sekundarschüler; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01