Content and Language Integrated Learning Implementation Through Team Teaching in Biology Lessons: A Quasi-Experimental Design With University Students
FRONTIERS IN EDUCATION, cilt.7, 2022 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 7
- Basım Tarihi: 2022
- Doi Numarası: 10.3389/feduc.2022.867447
- Dergi Adı: FRONTIERS IN EDUCATION
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Directory of Open Access Journals
- Anahtar Kelimeler: biology education, CLIL, digestive system, team teaching, university students, VOCABULARY DEVELOPMENT, CLIL, EDUCATION, INSTRUCTION, COMPETENCES, EFL, COMPREHENSION, PROFICIENCY, EXPERIENCE, KNOWLEDGE
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Süleyman Demirel Üniversitesi Adresli: Hayır
Özet
Can engaging university students in Content and Language Integrated Learning (CLIL) increase their achievement in Biology and English language? The current study explored the effectiveness of team teaching enhanced CLIL on student achievement. Framed in interdisciplinary/cross-curricular teaching, we examined the effect of CLIL strategy on student achievement in a quasi-experimental study with a sample of Biology education students (N = 25) assigned to control and experimental groups. The topic taught through CLIL was the digestive system, and this subject knowledge was used to test the students' achievement in Biology. Along with t-test and Mann-Whitney U-test a non-parametric ANCOVA was carried out to reveal group differences. We found that engaging in CLIL significantly improved student achievement both in Biology subject knowledge and English language. We highlight the critical role of CLIL in teaching content and language for science subjects such as Biology at university level.