CLIL Practices in Science Education

Abstract

The latest advances in science are often expressed in language that students in Japan cannot directly understand, putting them at a disadvantage on the world stage. Content and language integrated learning (CLIL) approaches to language learning are widely considered successful. At Oyama KOSEN, we have implemented CLIL methods in our General Science (理科総合) class. We surveyed students in this class over a four-week period to see how their attitude and confidence in language skills have changed. This paper reports on the findings of these surveys. While integrating language in a science class can improve confidence in that language, knowing when and how much language material is still unclear.