A Case Study on Content and Language Integrated Learning for an EFL After-School Class in a Korean Middle School
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This study develops a CLIL curriculum for an EFL after-school English class for a Korean middle school and investigates students’ perceptions of CLIL lessons. The participants are 11 first-year middle school students in an EFL after-school class in a metropolitan city in Korea. The CLIL instruction focused on English integrated with seven different subjects for seven weeks. A mixed method was employed with questionnaires and participants’ review logs to gain an understanding their perspectives of CLIL lessons. The findings show the CLIL curriculum based on the 5Cs framework led to students learning English and different subject content simultaneously, and improved the perception of learners’ cognition towards contents and communicative competence. Also, the topics and activities in the CLIL lessons motivated participants to join in them actively. With teacher’s careful control of the level of English and the use of their first language, participants’ reluctance and anxiety in acquiring English. CLIL lessons encouraged participants to use their prior knowledge about a topic. With many interesting activities including group work, this curriculum raised participants’ confidence and meaningful communication with many interesting activities and group works. In addition, participants enriched their use of new words and English in general. They also felt that CLIL lessons led to the improvement in all four skills. All participants commented on the positive responses toward the CLIL lessons although they experienced difficulties in some parts. It is important to generalize the outcomes of this study due to the small number of participants. Further studies are needed to include the assessment of the CLIL lessons. The curriculum needs to be developed to take into consideration the students’ interests and their English proficiency.
Abstract
This study develops a CLIL curriculum for an EFL after-school English class for a Korean middle school and investigates students’ perceptions of CLIL lessons. The participants are 11 first-year middle school students in an EFL after-school class in a metropolitan city in Korea. The CLIL instruction focused on English integrated with seven different subjects for seven weeks. A mixed method was employed with questionnaires and participants’ review logs to gain an understanding their perspectives of CLIL lessons. The findings show the CLIL curriculum based on the 5Cs framework led to students learning English and different subject content simultaneously, and improved the perception of learners’ cognition towards contents and communicative competence. Also, the topics and activities in the CLIL lessons motivated participants to join in them actively. With teacher’s careful control of the level of English and the use of their first language, participants’ reluctance and anxiety in acquiring English. CLIL lessons encouraged participants to use their prior knowledge about a topic. With many interesting activities including group work, this curriculum raised participants’ confidence and meaningful communication with many interesting activities and group works. In addition, participants enriched their use of new words and English in general. They also felt that CLIL lessons led to the improvement in all four skills. All participants commented on the positive responses toward the CLIL lessons although they experienced difficulties in some parts. It is important to generalize the outcomes of this study due to the small number of participants. Further studies are needed to include the assessment of the CLIL lessons. The curriculum needs to be developed to take into consideration the students’ interests and their English proficiency.
참고문헌 (35)
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