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

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.

Keywords

• clil (content and language integrated learning)
• science education
• efl (english as a foreign language)
• compulsory education
• state of the art review