Language learning through tasks in a content and language integrated learning (CLIL) science classroom

Abstract

This paper presents the results of a pre-experimental study into language learning in inclusive Content and Language Integrated Learning (CLIL) classrooms at secondary school, in which Science content was taught in English. The pedagogical experience lasted four weeks. The main pedagogical approach followed was the use of learning tasks carried out by students working in dyads. Through the use different indicators extensively employed in the field, the study attempts to measure the gains that students show in fluency and lexical repertoire in a pretest / treatment / post-test research design. The post-test demonstrated significant progress in the assessed indicators. The study also showed that improvements transcend purely formal linguistic aspects and that it is necessary to find other measurement tools which may help us to capture the extent of those improvements. The limited scope of the sample does not allow us to make strong claims about the suitability of pedagogical decisions adopted; however the outcomes encourage us to continue to explore how cooperation among students influences learning in CLIL