Content and Language Integration: An entrance for Developing Programs of Learning Arabic to Nonnative speakers

  • Mahmoud Galal El-Din Suleiman Professor of Curriculum and Methods of Teaching Arabic Language, College of Education, Damietta University, Egypt,
Keywords: Content and Language Integrated Learning (CLIL), Learning Arabic to Nonnative speakers, Integrated Learning


Abstract: Content and Language Integrated Learning (CLIL) is a curriculum in which the learner learns both a subject and a second language at the same time. For example, a science course can be taught to learners in Arabic. Hence, in this case they will not only learn about science but will also acquire relevant vocabulary and language skills. The problem can be identified in how lessons and units are organized to integrate the content of the lesson with the language. Language helps in transmitting, understanding, and employing information related to the content in receiving or producing the language. To integrate language, content, and culture, it is possible to go in two consecutive or parallel directions: First: Developing a single lesson Other: Developing a unit in one academic field A group of strategies can be used to make language, culture and content an integrated concept, including : Select the educational materials based on the previous knowledge of learners. - Prepare learners for interpretation by arousing their interest about the topic of the lesson - introduce vocabulary and basic concepts to learners before they interact with the material. - Make predictions and provide non-linguistic support for meaning. Also, working with texts several times using different interpretive tasks that focus the attention of learners on language, culture, or content. Keywords: Content and Language Integrated Learning (CLIL), Learning Arabic to Nonnative speakers


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How to Cite
Suleiman, M. (2022). Content and Language Integration: An entrance for Developing Programs of Learning Arabic to Nonnative speakers. International Journal of Research in Educational Sciences., 5(4), 69 - 91. Retrieved from