Understanding content and language integrated learning (CLIL) in selected Malaysia Biology classrooms: a case study
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| Format: | Thesis |
| Language: | English |
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2009
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| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=504 |
| Abstract | Abstract here |
| _version_ | 1855625561515229184 |
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| author | Lai, Ying Ying |
| author_facet | Lai, Ying Ying |
| author_sort | Lai, Ying Ying |
| description | |
| format | Thesis |
| id | upsi-504 |
| institution | Universiti Pendidikan Sultan Idris |
| language | English |
| publishDate | 2009 |
| record_format | sWADAH |
| record_pdf | Restricted |
| spelling | upsi-5042020-02-27 Understanding content and language integrated learning (CLIL) in selected Malaysia Biology classrooms: a case study 2009 Lai, Ying Ying QH Natural history The purpose of this qualitative case study was to understand and describe the existing teaching and learning activities of Content and Language Integrated Learning (CLIL) conducted in the selected Biology classrooms in Peninsular Malaysia. The study was guided by three research questions, focusing in the nature of the teaching and learning activities, the cognitive levels reflected by the activities through the lens of Revised Blooms Taxonomy (RBT), and the language skills that could be learned through the activities in Biology learning. Three experienced Biology Excellent Teachers and their students were purposively selected as respondents in this study. The data collected through classroom observations, semi-structured interviews, and document reviews were validated through member checking and triangulation. Firstly, the findings suggested that the five main nature of the CLIL activities are interactive, studentcentered, teacher-centered, ICT integrated and exam-oriented. Secondly, all six cognitive levels of RBT were reflected by the CLIL activities, weighing more on the levels of remember, understand, apply, and analyze, rather than evaluate and create. Nevertheless, a small range of micro-skills within the four basic language aspects: listening, speaking, reading, and writing were found to be learned through the CLIL activities. The findings conclude that different nature of CLIL activities creates a positive and cognitive demanding learning environment for students to learn the content while learning the language skills. The study has provided valuable information to teachers, school administrators, and teacher educators to link teaching and learning practices and teachers professional development. 2009 thesis https://ir.upsi.edu.my/detailsg.php?det=504 https://ir.upsi.edu.my/detailsg.php?det=504 text eng N/A openAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik N/A |
| spellingShingle | QH Natural history Lai, Ying Ying Understanding content and language integrated learning (CLIL) in selected Malaysia Biology classrooms: a case study |
| thesis_level | Master |
| title | Understanding content and language integrated learning (CLIL) in selected Malaysia Biology classrooms: a case study |
| title_full | Understanding content and language integrated learning (CLIL) in selected Malaysia Biology classrooms: a case study |
| title_fullStr | Understanding content and language integrated learning (CLIL) in selected Malaysia Biology classrooms: a case study |
| title_full_unstemmed | Understanding content and language integrated learning (CLIL) in selected Malaysia Biology classrooms: a case study |
| title_short | Understanding content and language integrated learning (CLIL) in selected Malaysia Biology classrooms: a case study |
| title_sort | understanding content and language integrated learning clil in selected malaysia biology classrooms a case study |
| topic | QH Natural history |
| url | https://ir.upsi.edu.my/detailsg.php?det=504 |
| work_keys_str_mv | AT laiyingying understandingcontentandlanguageintegratedlearningclilinselectedmalaysiabiologyclassroomsacasestudy |