[Type text]

ELT Voices – India Volume 3 Issue 5 | October 2013

ISSN 2230-9136 (Print) 2321 – 7170 (Online)

© Ignite (India) Publishing, Bhavnagar, Gujarat – India

www.eltvoices.in

ELT Research Paper 3

Is Language Learning Possible through CLIL in the Indian Context? An attempt

H.Jeraltin Vency Research Scholar, Bharathidasan University, India Dr. E.Ramganesh Professor, Department of Educational Technology, Bharathidasan University, India

H.Jeraltin Vency & Dr. E.Ramganesh: Is Language Learning Possible through CLIL in the Indian Context? An attempt

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Abstract

Content and Language Integrated Learning (CLIL) is the recent development in

language teaching. It is teaching a curricular subject through a language other than the

mother tongue. CLIL method is used for teaching a second or a foreign language.

English is learnt as a second language in India. In this context the main aim of the study

is to find the effectiveness of technology integrated CLIL teaching method in Indian

context.25 eighth grade students formed the sample. An electronic content was

developed by the investigators to teach the language skills to the samples. Single group

pretest post test experimental design was adopted in the study. The collected data were

statistically analyzed. The results reveal a high level of significance between the mean

scores of the sample. Thus the study enumerates that language learning is possible

through technology integrated CLIL method in the Indian context.

Key words: Content and Language Integrated learning, Indian Context.

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Introduction

Language learning is at the heart of learning process in today’s educational context.

Language learning demands creativity and it is very much dependant on the cultural learning.

Information and communication technologies across the globe have induced the learning of

other languages other than the mother tongue for global communication. Bilingual education

and Immersion programmes are some of the educational programmes that are flourishing in

the 21st century to build one’s knowledge with more than one language. The bilingual

education has paved the way for multilingual education demanding the learning of more than

two languages. At the same time language learning should find a new method of

implementation for the expected outcome to be attained. Mastering the grammar rules alone

cannot ensure optimal learning. A language in use along with the learning in meaningful

contexts is the requirement of today. The learners are exposed to wide range of resources

through ICT, the classroom learning has to overcome these hurdles and provide rich learning

environment with a tendency to bring the maximum output in the skill development of the

learners in this ever changing global scenario. Though we are in the crossroads of achieving

the English language literacy, still we have to put extra efforts in order to produce better

results. In this context CLIL- Content and Language Integrated Learning is the recent

development in language learning and teaching. Though learning a language through content

is not new, the pedagogical framework makes CLIL differ from the other language education

programs. As lingua franca the English language finds a sky-scraping position in global

communication, in India it is learnt as a second language (Shyamlee 2012). Many of the

official communications in the country are in this language. India is a multicultural and a

multilingual country. A citizen of India has to have a link language to communicate with

his/her fellow citizens, though Hindi is the National Language of India there still exists some

negligible amount of population who do not know this National Language. In this context the

language barrier to communication is reduced by learning the English language. Learning this

language can give two benefits to a person that is he/she can communicate within his/her

country and across the globe. Under these instances the English language teaching needs a

new dimension for providing effective and efficient means of learning and teaching. CLIL is

one such method which makes language learning meaningful at the same time brings optimal

language learning

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The curricular and pedagogical paradigm that has come to be called CLIL – Content and

Language Integrated Learning – is a generic term referring to the teaching of a subject

through a foreign language (Wiwczaroski, Zita &Ildikó, 2010). Content and Language

Integrated Learning is learning a language through other curricular subjects where the target

language is the medium of instruction. It is a dual focused approach in which both the content

and the language is learnt simultaneously. CLIL classrooms are not typical language

classrooms due to the fact that language is the medium through which content is “transported

(Papaja, 2012).Content based instruction, Bilingual education, immersion language learning,

are some of the terms used interchangeably with CLIL, but CLIL differs from them in the

Pedagogical 4C framework, Viz Content, Cognition, Communication and Culture. It is a

method of respecting one’s own culture along with the culture of the target language. Content

is not confined to curricular subjects only; it may be in any form of content according to the

age and needs of the learner. CLIL models and pedagogies are initially based on the very

same principles as are communicative language teaching and task-based learning (Banegas,

2012). It is in this assumption; the study aims to employ the concept of CLIL for enhancing

the English language skills in students while learning science.

Research Question

Is Science teaching with CLIL effective for enhancing language skills in students?

Reviews for Research support

In the CLIL lesson plan given by University of Cambridge, ESOL examinations it is insisted

that “Every subject has its own content obligatory language which means a subject specific

vocabulary, grammatical structures and functional expressions”. Each CLIL content is

associated with specific vocabulary and the teacher has to relate his/her teaching with the

newly learnt vocabulary with the old one, which is also the preliminary step in CLIL

approach. A study by Nikula, Puffer and Llinares (2013) states that CLIL teachers are only

subject teachers and that the target language of CLIL instruction is mostly in their second

language. In a study by Do Coyle (2005) in planning tools for teachers, she has investigated 5

Teaching models of CLIL Curriculum. The present study adopts one such model in which a

language teacher develops a more content type approach to a theme. The same study gives

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the 3A’s (Analyze content for the language of learning, Add to content language for learning,

Apply to content language through learning) of CLIL lesson planning which was also taken

by the investigators as guiding principles in the present study. In secondary school, reading

comprehension is a main skill to acquire using different strategies (Pavesi,Bertocchi

,Hofmann & Kazianka, 2001). Language should be taught through a focus on authentic use in

context (as opposed to utilizing mere fragments of correct usage used to learn a

language).(Wiwczaroski, Zita & Ildikó (2010)]. Mehisto(2012) gave suggestions that “CLIL

materials must conform to the general norms of published student learning materials such as

ensuring that they avoid stereotyping, support the development of environmentally sound

practices, and foster inclusion.” In Planning CLIL lessons in Higher Education by Vázquez

(2012), CLIL has to include more strategies to support understanding and learning. CLIL is

an economic way of language learning method and it disseminates to multilingualism without

the cramming of curricular subjects (Harrop, 2012). CLIL materials often have to be adapted

for lower level students (Girbau, Walsh, Louise).

Method Adopted

The present study was designed in such a way that multiple choice questions and the fill in

grids (both the lower and upper level in LOTS given by Teresina Barbero 2012) are used for

assessment. A positive effect of assessment on CLIL consists in making the learner aware of

the wide range of capabilities that can be developed through this approach, instead of

focusing on a specific set of data (Franca Quartapelle, 2012).CLIL teaching is not only a

matter of learning how to teach both content and language, but also how to integrate them

(Tardieu, Claire, Dolstiky & Marlene 2012).Content specific vocabulary can provide

pedagogical support for teachers (Faez). Thus CLIL enhances vocabulary learning which is

very much useful in discourse of the learners. The positive aspect of CLIL is that the

approach seems to motivate students who initially may not be showing a high level of

communication skills but are interested in the content taught through the activities (Pinner

2011). Learning through cross curricular teaching helps to apply transfer knowledge an

essential component of 21st century skills (Goffredo, Albanse, Infante). Students develop

subject specific literacies in two languages and can look beyond the English- speaking world

for tertiary studies and employment (Smala, 2009). At the same time the teachers face

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difficulties in integrating content and language with authentic and real setting in the

classroom (Tarnow 2011). CLIL teachers should be highly specialized in preparing CLIL

mostly verbal input should be accompanied with the use of visual and multimedia aids (

Novotna,Moussova &Hofmannova ). The teaching should also favour group work to foster

peer cooperation, promote active learning and communication among students (Ying, Alimon

& Yassin). The integrative nature of CLIL is the major challenge (Marsh, Mehisto, Wolff,

Martin 2010).Thus CLIL is an experience of learning, with cognitive and linguistic as well as

cultural benefits (Pauly, Bentner, Jovanoric, Zerbato, Llinares et al. 2009).

Twenty five eighth grade students of which 12 were males and 13 were female students of a

Government higher secondary school formed the sample at random. An experimental method

with the pre-test, post-test Single group design was adopted. They were receiving a

monotonous type of teaching which was observed by the investigators and their medium of

instruction was mostly in their mother tongue. The gradual scaffolding of the language

content used in CLIL method was found suitable for the samples.

Development of CLIL content lesson plan.

To achieve the objective the investigators developed a module using power point

presentation. An informal conversation between a father and a son was chosen from the

prescribed syllabus of eighth standard students by the Tamilnadu text book corporation of

India for the delivery of the subject content with the consultation of expert teachers. The son

asks probing questions such as “Dad have you seen the bird sparrow?” The father replies to

his son “Yes, of course when I was a boy like you.” There was a gradual scaffolding of the

content along with language learning using such informal interactions. Pictures showing the

different types of forests along with some videos on wild life preservation were embedded for

the multisensory learning experience. Cartoon pictures of a father and a son was taken to

stick to the level of the learner, providing joyful learning. A video showing the destruction of

forests and its after effects were also included to visualize the effects of deforestation.

Another video showing the rain forests species found in India grabbed the student’s attention

which was used for vocabulary learning related to forests and wild life. At the end of the

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module the students were made to think on their own and participate in preserving the

environment and its vital parts.

CLIL content lesson plan

The CLIL lesson has 4Cs objectives under the framework of Content, Cognition,

Communication and Culture. The global goal of the CLIL lesson is Communication in

informal context. The objectives of the CLIL lesson are as follows:

Content

To enhance understanding of the types of forests.

To gain knowledge of the conservation and its need.

To identify the relationship between forest and wildlife.

To analyze the after effects of destruction.

Cognition

To develop an understanding of conservation and its need.

To predict the effects of destruction of forests.

To compare the relationship between forests and wildlife.

To classify the types of forests.

To create steps to preserve forests.

Communication

Language of learning

To enhance the ability to describe a picture using the specific semantic

vocabulary.

Language for learning

To develop the ability to elicit questions using modal verbs.

To enhance the ability to reply in an informal context.

To hypothesize the effects in composition writing

To use appropriate punctuation marks in writing.

Language Through Learning

To enhance the ability to elicit required answers through appropriate

questions.

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Culture

To emphasize the participation as citizen in preserving the natural resources.

(The CLIL content lesson plan is attached as mind map in the appendix for reference).

The investigators began the class by eliciting questions on the pet animals they have at home

and some of their experience with them thereby creating a rapport with the students. Then the

investigators continued with the content of the lesson assisted by power point presentation.

The dialogue between the father and son was asked to read by the students who volunteered

and the mistakes made in pronunciation were noted by the investigators and were corrected

later at the end of the module. As the module developed, had an informal conversation

between a father and a son using modal verbs the students learnt the language to be used in

informal context unconsciously which naturally favored the language acquisition. To

ascertain the participation of the students they were elicited responses using the modal verbs.

Some of the questions elicited were as follows:

Can you tell why we have to preserve wildlife?

Will you plant trees?

Would you like to participate in an environmental awareness campaign?

How would you help the endangered species?

The test was administered after the class was over. The students were made to raise questions

in English related to the discussion which was the evident of interactive and actual learning.

(The CLIL lesson is attached in the Appendix in the form of a mind map).

Administration of Achievement test

The students were tested for reading comprehension. A passage was given in ecology

followed by five comprehension questions. The questions were based on Cognitive objectives

of Blooms Taxonomy. It was followed by the questions on Modal verbs. They were elicited

through a dialogue. Then vocabulary learning was tested through a given picture on

environmental awareness. The learner is set to look at the picture and fill in the blanks given.

It was then followed by describing a picture. A picture on cutting of trees was given and the

learner was asked to write a few sentences about the picture. Thus a variety of test items

were given to assess the learner’s acquiring of knowledge after the intervention made.

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Scoring Procedure

The reading comprehension was allocated a maximum of ten marks. They were evaluated for

correct answers with a scoring of two marks to a correct answer and when relevant answer

was found with some grammatical or spelling mistakes the scores were reduced accordingly.

The questions for testing modal verbs were for a maximum of ten marks and there was only

one correct answer and the score was given for each correct answer. The vocabulary test was

also the same as modal verbs test with single correct answer. The maximum marks for

vocabulary was also for 10 marks. The picture description was scored by the investigators on

the relevance of the response along with the use of vocabulary. The picture description was

scored for a maximum of 5 marks.

Results and Discussions

As an intervention study the investigators analyzed the data using descriptive statistics. The

thumb rule of finding the skewness value before attempting any parametric tests to ascertain

the normal distribution of scores was also considered by the investigators. The skewness

value is.170,-.143,-.271 for the Pretest, Post test 1, and Post test 2 respectively. Since the

skewness values fall within + 1, the investigators decided to go on with the use of parametric

tests, for the skewness value ensures the normal distribution of scores.

Table :1, Showing the values of Skewness

N

Mean

Std. Deviation

Skewness

pre test score 25 11.72 3.273 .170

post test 1 25 19.76 5.101 -.143

post test 2 25 16.88 4.324 -.271

Valid N (listwise) 25

From the above table 1 it is evident that the mean values of the pretest is 11.72 with standard

deviation as 3.27, mean value of post test 1 is 19.76 with standard deviation 5.10 and the

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mean value of post test 2 is 16.88 with standard deviation as 4.32 for a total of 25 samples.

Since the standard deviation value of the pre-test is low compared to the standard deviation

values of post test 1 and post test 2 it is assumed that the samples are homogenous in their

level of achievement. Again from the table, the mean difference between pre test and post test

1 is 8.04 which indicate that technology integrated CLIL can strength the language learning

of the students.

Having done the descriptive statistics the investigators attempted the calculation of ‘t’ value

to find out the significant difference in their means. The present study being an experimental

study using the pre test, post test single group design, paired‘t’ test was used.

Table 2: Showing difference between the pre-test and post test score.

Paired Differences

t df

Sig. (2-

tailed)

Mean

Std.

Deviatio

n

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 pre test score

- post test 1

-

8.040 4.532 .906 -9.911 -6.169 -8.870 24 .000

Pair 2 post test 1 -

post test 2 2.880 4.034 .807 1.215 4.545 3.569 24 .002

The above table: 2 shows that the‘t’ value of the pre - test mean score and the post test 1

mean score is (t = -8.870, df = 24, p =.000).The mean difference is -8.040 with standard

deviation score as 4.532. The results indicates that there is a significant difference between

the pre test and post test scores at 5% level of significance. This makes evident that this effect

is achieved due to the intervention given that is the CLIL lesson and not by chance. The t-

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value obtained from the analysis of the overall mean scores of the post test 1 and the post-test

2 is 3.569. The mean of the paired difference is 2.880 with standard deviation 4.034. The

analysis shows that there was a significant difference between the overall mean scores of the

post test 1 and post-test 2 at 5% level of significance. Though the analysis evidences the

retention of the language skills taught through technology integrated CLIL the slight variation

in the ‘p’ value of both these pairs indicates the impact of time on the memory of the

students.

For every test, reliability plays a crucial role. The reliability is established in the present study

using test, retest method .The reliability value (Cronbach Alpha) of the present study is given

in the following table

Reliability , Table : 5

Cronbach's

Alpha N of Items

.778 2

The obtained reliability score .778 gives a high reliability value which ensures that the test

administered to the sample is reliable.

Conclusion

The analyzed test results make certain that the teaching language through science is effective

and that the integration of technology also contributes to the language learning. CLIL is very

much a language teaching methodology (Jackson 2012). The study is a venture into

innovative language teaching. As given in the study (Sabet & Sadeh 2012) CLIL should not

be the main medium of instruction in schools. The gradual increase in the content language

proportion in the CLIL approach should be taken into consideration, for all of sudden

teaching the whole content in second language may result in ambiguity among the learners. It

may also demotivate the students which would end up in hazardous results. Though CLIL is a

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dynamic and motivating language learning approach with holistic features (Hofmannova &

Kazianka 2001) the implementation of teaching content through a second or foreign language

is still at infancy in India. India hails English Medium schools where the medium of

instruction is English, it can be equated to immersion programmes, but CLIL holds a different

pedagogical framework which can be appreciated and practiced in India for achieving the

expected learning outcome. The stakeholders of Indian education can make an attempt to

administer CLIL approach considering its proven success in the European Countries. The

present study has some limitations too. The study may be done after giving a longer

intervention in order to gain better results. There may be some setback on the part of the

prepared module and the teaching methods of the investigators which may have affected the

result of the study. With reference to the listening skills there is considerable improvement

but grammar needs special focus (Aguliar&Munoz 2013). The same was felt by the

investigators in the administration of the present study so future researchers may concentrate

more on bringing out the grammar skills in language learning.

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ABOUT THE AUTHORS

H.Jeraltin Vency is a PhD Scholar at the Department of Educational Technology,

Bharathidasan University, Tiruchirappalli, TamilNadu, India. She is currently working in

CLIL (Content and Language Integrated Learning) as her doctoral research. Her areas of

interest are English Language Teaching and Educational Technology.

Dr. E.Ramganesh is a Professor at the Department of Educational Technology,

Bharathidasan University, Tiruchirappalli, India. He has 20 years of research experience

guiding M.Ed., M.Phil. & Ph.D. Scholars in Education. He is serving as a reviewer of British

Journal of Educational Technology, U.K. He is a member in Board of Studies, Academic

Council and Governing Council of different Universities in India. He is also the recipient of a

prestigious award by the National Council of Educational Research and Training, India. He

has been a project partner of SIM school project by Melinda Gates Foundation. He has also

completed two Major research projects by National Funding Agencies, India. He has

published more than 50 articles in reputed journals. His areas of interest are Educational

Technology, Educational Psychology and Research Methodology.