The Impact of CLIL Enabled Learning in Middle Schoolers A Quasi Experimental Study

Abstract

The present study aims to explore the effectiveness of using Content newlineand Language Integrated Learning (CLIL) approach to teach Science for newlinemiddle schoolers. The term, CLIL, coined by David Marsh in the year, 1994 is newlinebased on 4C Framework . The 4 C s of CLIL are, Content, Communication, newlineCognition and Culture. Several studies have been carried out across the newlinecurriculum in various contexts. CLIL as an educational approach has been a newlinepositive impact among learners, learning the content subjects using a second newlinelanguage (L2). However, in the Indian context, the number of studies is newlinelimited to a few and there is no record of any study adopting CLIL and newlineintegrating language and science teaching in English medium schools. This newlinestudy explores the research gap and proposes to evaluate the impact of CLIL newlinelesson plans as a pedagogical tool in learning Science by middle schoolers. newlineThe pilot study was done as need-analysis to check if there were any newlinegaps in the current practices of teaching Science for middle schoolers. An newlineassessment, based on the learning outcomes prescribed by the governing newlineboard, NCERT, for the second language English and Science was newlineconducted. The questionnaire was based on 4 C s of CLIL on three topics in newlinethe NCERT science textbook for class 8, namely, Force, Friction and Sound. newlineAn analysis of the pilot study was done, and results indicated gaps in newlineachieving the learning outcomes. A Quasi-experiment study with the pre-test newlineintervention post-test was performed with a sample size of 136 participants newlinefrom four sections of class eight, divided into two treatment and two control newlinegroups. CLIL Lesson plans were drafted and implemented. The post-test newlineanalysis validated the positive impact of CLIL lesson plans in the newlineexperimental group, especially in Cognition and Culture aspect of CLIL. The newlineimprovement was measured using paired sample t-test. The performance of newlinethe experimental group in both the sample sets confirmed the efficacy of newlineadopting the CLIL approach in language acquisition and