CLIL and Science education. A review for a Language focus  in Science teaching

Valentina Piacentini

doi:10.6092/issn.1970-2221/12646

Authors

Valentina Piacentini “Via Merope” school cluster, Rome, Italy / CIDTFF research centre, University of Aveiro, Portugal

Valentina Piacentini obtained her PhD in Education (CLIL, Science education and English practice) in 2020 from the University of Aveiro (Portugal). Holding a Master's degree in Biology (2003), she has been involved in projects of nature conservation and environmental education. She is temporarily on job leave from Italy, where she works as a Math/Science teacher and, to some extent, a CLIL teacher. In the Portuguese CIDTFF research centre, Valentina has been involved in the centre’s internal monitoring and, currently, contributes to the larger scale project of students’ learning in scientific subjects (MOSPOS) and to the EuroScitizen COST action (more specifically, formal education on socio-scientific issues). She also collaborates through workshops to foster awareness for linguistic/cultural diversity, being recently engaged with the “Plurilingual Kamishibai” competition and analysis of its resources. Valentina is part of the ECML’s “CLIL LOTE transitions” project and has co-presented short-term courses on CLIL, both for in-service and pre-service teachers. She has disseminated her research findings through events of Science education and literacy, and language promotion, being committed to a broader Science communication.

DOI:

https://doi.org/10.6092/issn.1970-2221/12646

Keywords:

CLIL (Content and Language Integrated Learning), Science education, EFL (English as a Foreign Language), compulsory education, state of the art review

Abstract

This article aims to review literature on CLIL (Content and Language Integrated Learning) theory and practice, particularly during Science classes using English as a foreign language. In Europe, the CLIL approach – directed at the acquisition of both the additional Language and subject Content – has arisen to promote foreign language learning, but it could also be beneficial for the specific subject education. To support learners in understanding scientific information and taking responsible socio-scientiﬁc decisions, Science communication (its verbal language and other representation modes) should be emphasised over facts and formulas and addressed as a key competence. Studying CLIL programmes, which nurture language learning/use within Science education, becomes relevant. As a state of the art this work shows aspects of CLIL emergence and evolution and research gaps, such as CLIL as an educational methodology to enhance Science teaching. This study contributes to research on CLIL Science and language-focused Science education towards scientific literacy.

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CLIL and Science education. A review for a Language focus in Science teaching

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