IMPROVING SECONDARY SCIENCE INSTRUCTION THROUGH CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN SRI LANKA

Abstract

There has been a growing interest in incorporating CLIL (Content and Language IntegratedLearning) methodology in the Sri Lankan national education system. CLIL refers to methodswhere subjects, or parts of subjects, are taught through a foreign language to improve bothacademic subject knowledge and foreign language skills. The 4C's model of Coyle et al (2010)is a popular model for the implementation of CLIL and Sri Lankan system has encouragedusing this CLIL model. The main objective of this study was to inquire how CLIL isimplemented in secondary science classrooms and to support the teachers. The study was actionresearch. The collaborative action research group comprised a faculty member, a postgraduateresearch student and ten secondary science teachers from five schools. Arising from the factfinding needs analysis, the intervention designed included researcher-led teacher workshops tosupport teachers to plan CLIL lessons. The lessons were implemented in the respective schoolsby the sample of teachers during school two terms with the support of the researchers. Thestudy concluded that curriculum materials were not focused on CLIL and teachers neededheavy support for content and language integrating for the teaching of science in secondaryclasses. Preparation of teacher instructional manuals addressing CLIL and in-service teacherdevelopment for CLIL lesson planning is recommended.