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, mahmoud_galal@ymail.com
Keywords: Content and Language Integrated Learning (CLIL), Learning Arabic to Nonnative speakers, Integrated Learning

Abstract

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

Downloads

Download data is not yet available.

References

Bailey, Nancy. "Attaining Content and Language Integrated Learning (CLIL) In the Primary School Classroom." American Journal of Educational Research 3.4 (2015): 418-426. Web

Beaudin, Curt. (2021) A Classroom-Based Evaluation on the Implementation of CLIL for Primary School Education in Taiwan. English Teaching & Learning. DOI: 10.1007/s42321-021-00093-3

Deborah J. Short (2017). How to Integrate Content and Language Learning Effectively for English Language Learners, EURASIA Journal of Mathematics Science and Technology Education,13(7b)

Echevarria, J., Vogt, M. E., & Short, D. (2017). Making content comprehensible for English learners: The SIOP Model. 5th edition. New York, NY: Pearson.

Gottlieb, M. (2013). Essential Actions: A Handbook for Implementing WIDA’s Framework for English Language Development Standards. Madison: Board of Regents of the U of Wisconsin System.

Henderson, Alice. (2014) Second Language Learning and Teaching Language Learning, Discourse and Communication. DOI: 10.1007/978-3-319-00419-8_5

Ludovico, Luca A. Zambelli, Claudia. (2017) Communications in Computer and Information Science Computers Supported Education. DOI: 10.1007/978-3-319-63184-4_8

Massler et al, 2011, “Effective CLIL Teaching Techniques' "in Guidelines for CLIL Implementation in Primary and Pre-Primary Education, eds S Ioannou-Georgiou & P Pavlou .

The University of San Francisco USF Scholarship. (2017). Integrating Language and Content Instruction: A Linguistic and Cultural Guide for Content-Area Teachers of Asian International Secondary School Students in the US Joy R. Suzuki

Published
2022-09-15
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 http://iafh.net/index.php/IJRES/article/view/385
Section
Articles