Tsang, M.K.-Y. (2020) Building in language support in a Hong Kong CLIL chemistry classroom. Journal of Immersion and Content-Based Language Education, 8 (2). pp. 149-172. ISSN 2212-8433
Abstract
Science writing has played a crucial part in science assessments. This paper reports a study in an area that has received little research attention – how science lessons in content and language integrated learning (CLIL) can increase the science knowledge development of English as a foreign language (EFL) students in Hong Kong. The data come from a school-based interventional study in chemistry classrooms, with written data from questionnaires, assessments and teachers’ logs and verbal data from interviews and classroom observations. The effectiveness of the CLIL teaching and learning activities in various chemistry classrooms were compared and evaluated, with a discussion of some implications. The paper concludes that CLIL teaching and learning activities yielded positive learning outcomes among chemistry learners with low English ability.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2020 John Benjamins Publishing Company. This is an author-produced version of a paper subsequently published in Journal of Immersion and Content-Based Language Education (JICB). Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | English as a foreign language (EFL); chemistry teaching; content and language integrated learning (CLIL) |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 02 Oct 2020 09:29 |
Last Modified: | 26 Jan 2022 12:06 |
Status: | Published |
Publisher: | John Benjamins Publishing Company |
Refereed: | Yes |
Identification Number: | 10.1075/jicb.18035.tsa |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:166257 |