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Content and Language Integrated Learning (CLIL) in ELT as a Link between Language Learning and Content Development

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Title: Content and Language Integrated Learning (CLIL) in ELT as a Link between Language Learning and Content Development
Language: English
Authors: Hussain, Syed Sarwar (ORCID 0000-0001-9973-5477)
Source: Arab World English Journal. Jun 2022 13(2):386-400.
Availability: Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Content and Language Integrated Learning, Teaching Methods, Teaching Experience, Correlation, On the Job Training, Teacher Attitudes, Teacher Effectiveness, Grammar, Translation, Audiolingual Methods, Communicative Competence (Languages), Task Analysis, Direct Instruction, Role Playing, Student Centered Learning, Teacher Education Programs
ISSN: 2229-9327
Abstract: Content and Language Integrated Learning signifies studying a core subject (Mathematics, Physics, Chemistry, Engineering and so on) while simultaneously studying a language. It means integrating the two, with each serving the purpose of the other. Content and Language Integrated Learning (CLIL) is increasingly being used worldwide as it centers not only on content but on content and language both at the same time. There is no language without content and there is no content without language. This quantitative study discusses the use of CLIL in English language teaching (ELT). It dissects how teachers' training and experience affect content development. A t-test analysis was conducted to analyze the effect of teachers' training and teaching experiences on the use and impact of Content and Language Integrated Learning. The t-test analysis carried out for this study revealed that there was no significant relationship between teachers' training programme and the use of CLIL (P<0.05), and teacher's experience and the impact of CLIL (P<0.05). But the results achieved in this study invariably show that a majority of teachers have found that on-the-job, in-service CLIL teachers training program had hugely and positively affected their teaching performance and the language accomplishments of their English language students. And this was the central goal or purpose for which the present study was conducted. Therefore, this study recommends on-the-job, in-service CLIL training for teachers which will ensure that they remain in touch with the global trends of CLIL in ELT.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1357576
Database: ERIC
FullText Text:
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  Data: Content and Language Integrated Learning (CLIL) in ELT as a Link between Language Learning and Content Development
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  Data: Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
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  Data: Content and Language Integrated Learning signifies studying a core subject (Mathematics, Physics, Chemistry, Engineering and so on) while simultaneously studying a language. It means integrating the two, with each serving the purpose of the other. Content and Language Integrated Learning (CLIL) is increasingly being used worldwide as it centers not only on content but on content and language both at the same time. There is no language without content and there is no content without language. This quantitative study discusses the use of CLIL in English language teaching (ELT). It dissects how teachers&#39; training and experience affect content development. A t-test analysis was conducted to analyze the effect of teachers&#39; training and teaching experiences on the use and impact of Content and Language Integrated Learning. The t-test analysis carried out for this study revealed that there was no significant relationship between teachers&#39; training programme and the use of CLIL (P&lt;0.05), and teacher&#39;s experience and the impact of CLIL (P&lt;0.05). But the results achieved in this study invariably show that a majority of teachers have found that on-the-job, in-service CLIL teachers training program had hugely and positively affected their teaching performance and the language accomplishments of their English language students. And this was the central goal or purpose for which the present study was conducted. Therefore, this study recommends on-the-job, in-service CLIL training for teachers which will ensure that they remain in touch with the global trends of CLIL in ELT.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 386
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Content and Language Integrated Learning
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: On the Job Training
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Translation
        Type: general
      – SubjectFull: Audiolingual Methods
        Type: general
      – SubjectFull: Communicative Competence (Languages)
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      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Direct Instruction
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      – SubjectFull: Role Playing
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      – SubjectFull: Student Centered Learning
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      – SubjectFull: Teacher Education Programs
        Type: general
    Titles:
      – TitleFull: Content and Language Integrated Learning (CLIL) in ELT as a Link between Language Learning and Content Development
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