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Book Chapter: Supporting EFL learners’ science literacy development in CLIL: A genre-based approach

TitleSupporting EFL learners’ science literacy development in CLIL: A genre-based approach
Authors
Issue Date2018
PublisherSpringer International Publishing.
Citation
Supporting EFL learners’ science literacy development in CLIL: A genre-based approach. In Tang, KS and Danielsson, K (Eds.), Global Developments in Literacy Research for Science Education. : Springer International Publishing, 2018 How to Cite?
AbstractIn recent years, the practice of using a second/foreign language to teach non-language content subjects (e.g., science) has become increasingly popular, especially in English-as-foreign-language (EFL) contexts. Such a practice can be categorised as ‘Content and Language Integrated Learning’ (CLIL). However, EFL learners may encounter difficulties in accessing content knowledge through English, especially with regard to the subject-specific academic literacy. Hence, content subject teachers may need to provide more scaffolding to help EFL learners in CLIL bridge the gap between everyday language and academic literacy. A genre-based approach, which emphasises contextualised language learning and use, serves as a useful framework to integrate content and language teaching in CLIL. This chapter shares an example of how university language specialists collaborated with science teachers in one secondary school in Hong Kong, where CLIL is practiced. Drawing insights from the genre-based approach, the university-school collaborative team designed and tried out a set of materials to help grade 8 students write a piece of sequential explanation text. Lesson observations revealed how teachers integrated language scaffolding into their science lessons, and students’ sample work and teachers’ reflection showed that the materials were useful for helping the students develop science literacy. These findings yield significant implications for literacy development in science education and language across the curriculum in CLIL.
Persistent Identifierhttp://hdl.handle.net/10722/243599
ISBN

 

DC FieldValueLanguage
dc.contributor.authorLo, YY-
dc.contributor.authorLin, AMY-
dc.contributor.authorCheung, CL-
dc.date.accessioned2017-08-25T02:57:02Z-
dc.date.available2017-08-25T02:57:02Z-
dc.date.issued2018-
dc.identifier.citationSupporting EFL learners’ science literacy development in CLIL: A genre-based approach. In Tang, KS and Danielsson, K (Eds.), Global Developments in Literacy Research for Science Education. : Springer International Publishing, 2018-
dc.identifier.isbn978-3-319-69197-8-
dc.identifier.urihttp://hdl.handle.net/10722/243599-
dc.description.abstractIn recent years, the practice of using a second/foreign language to teach non-language content subjects (e.g., science) has become increasingly popular, especially in English-as-foreign-language (EFL) contexts. Such a practice can be categorised as ‘Content and Language Integrated Learning’ (CLIL). However, EFL learners may encounter difficulties in accessing content knowledge through English, especially with regard to the subject-specific academic literacy. Hence, content subject teachers may need to provide more scaffolding to help EFL learners in CLIL bridge the gap between everyday language and academic literacy. A genre-based approach, which emphasises contextualised language learning and use, serves as a useful framework to integrate content and language teaching in CLIL. This chapter shares an example of how university language specialists collaborated with science teachers in one secondary school in Hong Kong, where CLIL is practiced. Drawing insights from the genre-based approach, the university-school collaborative team designed and tried out a set of materials to help grade 8 students write a piece of sequential explanation text. Lesson observations revealed how teachers integrated language scaffolding into their science lessons, and students’ sample work and teachers’ reflection showed that the materials were useful for helping the students develop science literacy. These findings yield significant implications for literacy development in science education and language across the curriculum in CLIL.-
dc.languageeng-
dc.publisherSpringer International Publishing.-
dc.relation.ispartofGlobal Developments in Literacy Research for Science Education-
dc.titleSupporting EFL learners’ science literacy development in CLIL: A genre-based approach-
dc.typeBook_Chapter-
dc.identifier.emailLo, YY: yuenyilo@hku.hk-
dc.identifier.emailLin, AMY: angellin@hku.hk-
dc.identifier.emailCheung, CL: tracyccl@hku.hk-
dc.identifier.authorityLo, YY=rp01635-
dc.identifier.authorityLin, AMY=rp01355-
dc.identifier.doi10.1007/978-3-319-69197-8-
dc.identifier.hkuros274383-

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