The use of CLIL in a science class

Abstract

Content and Language Integrated Learning (CLIL) is an approach that has been used since the year 2000. However, this approach is not well known by all educators. Thus, the present research synthesis aimed to analyze the different effects, opportunities, and obstacles that could appear with CLIL in a Science class. Fifteen studies, which used different approaches/methods and occurred at different settings and levels, were gathered. The results indicate that even though CLIL is still a new approach, there are several positive effects on students at different levels, especially in secondary education. Similarly, the findings also demonstrate that with the proper use of a strategy; such as scaffolding, code-switching, or multilingual repertoires, students could improve their knowledge about Science and English simultaneously and in a better way. Further research studies are recommended based on the issues that were raised in the analysis.