Acceso usuarios
Yan Zhu, Yue Liu, Dingfang Shu, Beilei Wang
While CLIL programmes have been extensively researched for their impact on L2 learning outcomes, the relationship between young learners’ L2 proficiency and subject knowledge has received less attention. This study aimed to address this research gap by examining the science content knowledge of two cohorts of Grade 5 students (n = 100) from two primary schools in China, with one school implementing a CLIL science programme and the other offering a conventional science programme. The study also investigated the correlation between science achievement and L2 proficiency, measured by assessing learners’ English speaking, listening, reading, and writing skills using the Cambridge Young Learners English Tests. Science knowledge was evaluated with a tailored test aligned with the National Science Curriculum. Results indicated no statistically significant differences in science achievement between CLIL and non-CLIL students, with the former achieving higher mean scores. We also found a significant positive correlation between science knowledge and overall L2 proficiency. Notably, receptive language skills significantly correlated with science scores, while productive language skills did not. These findings provide positive evidence for the potential effectiveness of CLIL programmes in the primary education setting in China.
目前大量研究关注内容语言融合教学(CLIL)对学习者外语学习的效果, 只有少数研究关注 CLIL 课程中外语学习和学科知识学习之间的关系。因此, 本研究以两所中国小学共100名学生为研究对象, 比较 CLIL 课程和非 CLIL 课程环境下学生的科学知识水平, 并考察学习者外语水平和学科知识的相关性。本研究中的两所学校一所采用中英双语开展科学课教学, 另一所提供中文科学课程。研究者使用剑桥青少年英语测试评估学生的口语、听力、以及阅读写作技能, 采用根据国家课程标准自主开发的科学测试卷评估学生的科学知识。数据分析结果显示接受 CLIL 课程的学生和未接受 CLIL 课程的学生在科学知识上没有显著差异, 但是 CLIL 课程中学生的科学知识均分更高。同时, 学生的科学知识和外语能力之间呈显著正相关。在细分的语言技能上, 学生的接受性二语技能与科学知识呈显著正相关, 而表达性二语技能与科学知识之间无显著相关。本研究结果为在中国的青少年外语课堂中实施 CLIL 教学提供了积极的实证依据。
