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Incorporating English into a Science Camp: Perspectives from English Teachers

Abstracts


As English becomes more widely used as a lingua franca around the globe, there has been a range of effects for both teachers and students. Students are learning English at younger ages and as students move on to higher levels of schooling, teachers might use English textbooks in their content courses. In Taiwan, this global trend is occurring at a time when a new curriculum for grades 1 to 12 will call for increasing cooperation between teachers of all subject areas. Given the current context, this study aimed to investigate how a small group of English teachers in Taiwan used a content and language integrated learning (CLIL) approach to introduce basic chemistry content to elementary school and junior high school students in summer science camps held in 2016 and 2017. Despite their initial anxiety about teaching a science class using English, the teachers successfully implemented science English classes after a planning process that included a lab visit, exposure to possible resources, and various rounds of discussing and fine-tuning lesson plans. Reflections by the teachers on this experience showed that English teachers are willing to move out of their comfort zones to explore a new field of study if proper support can be provided. This paper concludes by highlighting the importance of interdisciplinary cooperation among teachers.

References


Chen, F. (2017). English teachers' perspectives on implementing English-taught programs in Tainan City, Taiwan. English as a Global Language Education (EaGLE), 2(2), 91-118. doi: 10.6294/EaGLE.2017.0202.04
Anthony, L. (2015). The changing role and importance of ESP in Asia. English as a Global Language Education (EaGLE) Journal, 1(1), 1-21. doi:10.6294/EaGLE.2015.0101.01
Bruton, A. (2011). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39(4), 523-532.doi:10.1016/j.system.2011.08.002
Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243-262. doi:10.1093/applin/amt011
Curtis, A. (2012). Colombian teachers' questions about CLIL: What can teachers' questions tell us? (Part II). Latin American Journal of Content & Language Integrated Learning, 5(2), 1-12. doi:10.5294/laclil.2012.5.2.6

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李嘉艾(2015)。台灣媒體生產政治中的中國因素與獨裁者邏輯: 以C集團為例〔碩士論文,國立清華大學〕。華藝線上圖書館。https://doi.org/10.6843/NTHU.2015.00288
Chen, T. T. S. (2014). Image, Time and Reality: Largely Inspired by Gilles Deleuze's theory of cinematic image and time [master's thesis, National Tsing Hua University]. Airiti Library. https://doi.org/10.6843/NTHU.2014.00033
Curran, J. E., & Chern, C. L. (2021). Bilingual Education Using a CLIL Approach: In-Service Science Teachers' Perceptions of Science-English Classes Taught by Pre-Service English Teachers. Taiwan International ESP Journal, 12(2), 1-18. https://doi.org/10.6706/TIESPJ.202112_12(2).0001
鍾心怡(2014)。新聞室控制型態與抗爭策略之個案研究─以公共電視《有話好說》為例〔碩士論文,國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342/NTU.2014.11142

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