From cultural awareness to scientific citizenship: implementing content and language integrated learning projects to connect environmental science and English in a state school in Colombia

• Published in: International journal of bilingual education and bilingualism Vol. 24; no. 2; pp. 242 - 259
• Main Author: Garzón-Díaz, Edgar
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 07.02.2021; Taylor & Francis Ltd
• Subjects: Action Research; Active Learning; bilingual learners; Citizenship; CLIL; Content and Language Integrated Learning; Cultural Awareness; Cultural identity; Cultural instruction; Diaries; English (Second Language); English as a second language; English language; Foreign Countries; Information Technology; Integrated Activities; Interdisciplinary Approach; Language acquisition; Learning; Learning Activities; PBL; Perceptions; Positive Attitudes; science; Science and technology; Science education; Science Instruction; Science Teachers; scientific citizenship; Second Language Instruction; Second Language Learning; Secondary School Students; Student Attitudes; Student Motivation; Student Projects; Student teacher relationship; Students; Teachers; Teaching; Teaching Methods; Colombia (Bogota); Colombia
• ISSN: 1367-0050; 1747-7522
• DOI: 10.1080/13670050.2018.1456512

Content and Language Integrated Learning (CLIL) is an educational approach that integrates language learning with content teaching of subjects such as science. The CLIL approach regards culture a core component, however, science teachers often struggle to integrate a cultural component in their lessons. This study describes a pedagogical intervention using CLIL in a state school in Bogotá, Colombia. The first cycle of an action research project was implemented over the course of 1 year with 50 students (aged 15-19 years) and their teacher. Students used technology-enhanced CLIL-based environmental learning projects to integrate content (science) and a vehicular language (English). Questionnaires, a teacher's journal, artefacts, and interviews were used to collect data. The findings show students' positive perceptions of CLIL and highlight the value of explicitly considering a cultural component in science lessons, framed through a lens of scientific citizenship. Implications for CLIL and science education are discussed.