Impact of genre-based pedagogy on students' academic literacy development in Content and Language Integrated Learning (CLIL)

Abstract

In Content and Language Integrated Learning (CLIL), students learn content subjects through a second language (L2) and they are expected to learn the L2 and content knowledge simultaneously. However, the academic language involved in learning content subjects poses difficulties for L2 learners, requiring CLIL teachers to provide more scaffolding. Grounded in systemic functional linguistics, genre-based pedagogy emphasises contextualised language learning and use to achieve social purposes. This study investigates whether this approach can be applied in CLIL classrooms to facilitate student learning of both content knowledge and academic literacy. One Integrated Humanities teacher and two Grade 9 classes in an English-medium school in Hong Kong participated in this study. The teacher used the materials designed based on the genre-based pedagogy to teach one unit, in which students were expected to write an argumentative essay. Comparing the essays collected before and after the intervention, the students produced better argumentative essays in terms of logical development of ideas and use of academic language. Analysis of lesson observations and interviews also demonstrated that students seemed to welcome such an approach. This study then informs how teachers can successfully integrate content and language teaching in CLIL, thereby illuminating potential directions for CLIL teacher education.