A PROCESS FOR TEACHING PRIMARY SCIENCE THROUGH CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)
DOI:
https://doi.org/10.18173/2354-1075.2026-%25xKeywords:
Content and Language Integrated Learning (CLIL); primary science; primary education; 4Cs framework, English languageAbstract
In the context of implementing English as a second language in schools, investigating Content and Language Integrated Learning (CLIL) is essential for enhancing the quality of subject teaching and learning at the primary level. This study aims to propose a process for teaching Primary Science through the CLIL approach. The research employed document analysis and synthesis, a questionnaire survey, and a pedagogical experiment. Based on the theoretical framework of CLIL and the characteristics of primary science education, a five-step teaching process was developed: (1) analyzing the curriculum and selecting appropriate content; (2) identifying dual objectives for both subject content and language development; (3) preparing teaching resources and language support; (4) designing and implementing learning activities based on the 4Cs framework; and (5) assessing learning outcomes. The findings of the pedagogical experiment conducted with Grade 5 students provide preliminary support for the application of the proposed CLIL-based teaching process in Primary Science.
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