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

Autor/in	Garzón-Díaz, Edgar
Titel	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
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 2, S.242-259 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garzón-Díaz, Edgar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1456512
Schlagwörter	Cultural Awareness; Content and Language Integrated Learning; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Action Research; Science Teachers; Science Instruction; Secondary School Students; Information Technology; Interdisciplinary Approach; Diaries; Student Attitudes; Positive Attitudes; Citizenship; Student Projects; Active Learning; Student Motivation; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Projektforschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Informationstechnologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Diary; Tagebuch; Schülerverhalten; Staatsbürgerschaft; Schulprojekt; Aktives Lernen; Schulische Motivation
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01