Enhancing Content and Language Integrated Learning (CLIL) in EMI Science Education through thematic-pattern-based 'Concept + Language Mapping' (CLM)

Abstract

This research explores the effect of the thematic-pattern-based “Concept + Language Mapping” (CLM) pedagogy (Authors, 2017) on the co-development of content and language knowledge in English-Medium Instruction (EMI) science education. Drawing on the “thematic patterns” theory (Lemke, 1990) and the “concept mapping” strategy (Novak & Gowin, 1984), the CLM pedagogy was developed and then adopted in the EMI biology lessons of a secondary school in Hong Kong. Following a design-based (Reeves, 2000) mixed-method (Creswell, 2003) research design, quasi-experimental tests were administered to measure the effectiveness of the CLM pedagogy which was further examined by lesson observations as well as a semi-structured interview with the teacher and a focus group interview with the participating students. Analysis of the quantitative and qualitative data showed that the CLM pedagogy enhanced students’ development of both content and language knowledge. The CLM pedagogy and the CLM materials were positively evaluated by the teacher and students who considered the CLM pedagogical strategies helpful for learning content subjects in English as an additional language. Qualitative data analyses of classroom observations and interviews revealed that the positive effects of the CLM approach were most evident when the teacher emphasized the learning of both content and language and applied the CLM materials flexibly through both design and spontaneous scaffoldings (Gibbons, 2009) to guide students to understand the thematic patterns within concepts and the interrelationships between the concepts through a series of communicative classroom interactions (Mortimer & Scott, 2003) in self-directed and collaborative learning. The research findings are significant for further studies of content and language integrated learning and CLIL teacher education.