Content and Language Integrated Learning (CLIL) in science class during covid-19 outbreak: A narrative inquiry
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COVID-19 outbreak that has shifted face-to-face (f2f) to forced remote learning challenged the CLIL Science teacher to thrive in a new teaching form. The f2f adaptation of the virtual meeting using video conferencing software has driven the teacher to have an effective and accessible synchronous learning environment, in addition to the asynchronous one. This research was a narrative inquiry participated by a CLIL Science teacher teaching the first-grader in a small town in Indonesia. By employing an in-depth interview, the data were collected and then analyzed by emotional geography frameworks. The findings showcased the f2f adaptations made by the teacher that synchronous mode of delivery was conducted in thirty minutes by careful attention on CLIL frameworks, the language (s) use, and students’ engagement. Her sociocultural, moral, professional and political geographies led her to decide what to do to make the students learning feasible. An implication of this is the possibility that the experience of how the CLIL Science teacher taught the young learners using English would be a new insight for other teachers in dealing with real-time live lesson delivery during the COVID-19 outbreak.
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Setyaningrum, R. W., Setiawan, S., Anam, S., & Retnaningdyah, P. (2020). Content and Language Integrated Learning (CLIL) in science class during covid-19 outbreak: A narrative inquiry. English Review: Journal of English Education, 9(1), 35-46. https://doi.org/10.25134/erjee.v9i1.3777
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Referensi
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Evnitskaya, N. & Dalton-Puffer, C. (2020). Cognitive discourse functions in CLIL classrooms: Eliciting and analysing students’ oral categorizations in science and history. International Journal of Bilingual Education and Bilingualism. Advanced online publication (pp. 1-20). doi: 10.1080/13670050.2020.1804824
Grieveson, M., & Wendy, S. (2012). The CLIL resource pack: Photocopiable and interactive whiteboard activities for primary and lower secondary teacher. Stuttgart, Germany: Delta Publishing.
Griva, E. & Chostelidou, D. (2017). CLIL in primary education: Promoting multicultural citizenship Awareness in the foreign language classroom. Reseacrch Papers in Language Teaching and Learning. 8(2), 9-23.
Groccia, J. E. (2018). What is student engagement? New Directions for Teaching and Learning, (154), 11–20. doi: 10.1002/tl.20287
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080. doi: 10.1111/0161-4681.00142
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Janna, I., Christoper, K., Barbara, S., Kalle, J., Joseph, K., Jari, L., Katariina, S. A. (2018). Science classroom activities and student situational engagement. International Journal of Science Education, 41(3), 316-329. doi: 10.1080/09500693.2018.1549372
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Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL classrooms. Journal of Language, Identity & Education, 16(4), 228–244. doi:10.1080/15348458.2017.1328283
Mahan, K. R. (2020). The comprehending teacher: Scaffolding in content and language integrated learning (CLIL). The Language Learning Journal. Advance online publication. doi: 10.1080/09571736.2019.1705879
Meyer, O. (2017). Introducing the CLIL-pyramid: Key strategies and principles for quality CLIL planning and teaching. Unpublished Paper, Catholic University of Eichstaett-Ingolstadt, October 2010. Accessed on September 19, 2020, https://www.researchgate.net/publication/275887754
Monbec, L. (2020). Scaffolding content in an online Content and Language Integrated Learning (CLIL) module. International Journal of TESOL Studies, 2(2), 157-173. doi: 10.46451/ijts.2020.09.12
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Pladevall-Ballester, E. (2018). A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research, 23(6), 1–22. doi: 10.1177/1362168818765877
Rasmitadila, Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies 2020, 7(2), 90-109. doi: 10.29333/ejecs/388
Riessman, C. K. (2008). Narrative methods for the human sciences. Los Angeles, CA: Sage Publications.
Richardson, J. C. & Newby, T. (2006) The role of students' cognitive engagement in online learning. American Journal of Distance Education, 20(1), 23-37. doi: 10.1207/s15389286ajde2001_3
Satriani, I. (2019). Storytelling in teaching literacy: Benefits and challenges. English Review: Journal of English Education, 8(1), 113-120. doi: 10.25134/erjee.v8i1.1924
Shao-Jun, D., & Liu, J.-H. (2018). Application of CLIL in teaching young learners about life cycle in English. DEStech Transactions on Social Science, Education and Human Science, (icaem), 344–348. doi: 10.12783/dtssehs/icaem2017/19104
Shin, J., & Crandall, J. (2014). Teaching Young Learners English: From Theory to Practice. Singapore: Heinle Cengage Learning.
Tragant, E., Marsol, A., Serrano, R., & Llanes, À. (2016). Vocabulary learning at primary school: A comparison of EFL and CLIL. International Journal of Bilingual Education and Bilingualism, 19(5), 579–591. doi: 10.1080/13670050.2015.1035227
Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language Teaching and Research, 3(1), 101-107.
Zein, S. (2018). Translanguaging in the EYL classroom as a metadiscursive practice: Preparing prospective teachers. In S. Zein & R. Stroupe (Editors). English Language Teacher Preparation in Asia: Policy Research and Practice, (pp. 47-62). New York: Routledge.
Clandinin, D. J., & Huber, J. (2010). Narrative Inquiry. In P. Peterson, E. Baker, & B. McGaw, (Editors). International Encyclopedia of Education (3rd Edn.),(pp. 436-441). Amsterdam: Elsevier.
Cohen, S. S., Madsen, J., Touchan, G., Robles, D., Lima, S. F. A., Henin, S., parra, L. C. (2018). Neutral engagement with online educational videos predicts learning performance for individual students. Neurobiology of Learning Memory, 115(Nov 2018), 60-64. doi: 10.1016/j.nlm.2018.06.011
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. doi:10.1017/S0267190514000233
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. doi: 10.1017/S0267190511000092
Evnitskaya, N. & Dalton-Puffer, C. (2020). Cognitive discourse functions in CLIL classrooms: Eliciting and analysing students’ oral categorizations in science and history. International Journal of Bilingual Education and Bilingualism. Advanced online publication (pp. 1-20). doi: 10.1080/13670050.2020.1804824
Grieveson, M., & Wendy, S. (2012). The CLIL resource pack: Photocopiable and interactive whiteboard activities for primary and lower secondary teacher. Stuttgart, Germany: Delta Publishing.
Griva, E. & Chostelidou, D. (2017). CLIL in primary education: Promoting multicultural citizenship Awareness in the foreign language classroom. Reseacrch Papers in Language Teaching and Learning. 8(2), 9-23.
Groccia, J. E. (2018). What is student engagement? New Directions for Teaching and Learning, (154), 11–20. doi: 10.1002/tl.20287
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080. doi: 10.1111/0161-4681.00142
Humphry, D. & Hempden-Thompson, G. (2019). Primary school pupils' emotional experiences of synchronous audio-led online communication during online one-to-one tuition. Computer & Education, 135(July 2019), 100-112. doi: 10.1016/j.compedu.2019.03.003
Janna, I., Christoper, K., Barbara, S., Kalle, J., Joseph, K., Jari, L., Katariina, S. A. (2018). Science classroom activities and student situational engagement. International Journal of Science Education, 41(3), 316-329. doi: 10.1080/09500693.2018.1549372
Kaminski, A. (2019). Young learners' engagement with multimodal text. ELT Journal, 73(2), 175-185. doi:10.1093/elt/ccy060
Karlsson, A., Larsson, P. N., & Jakobsson, A. (2019). Multilingual students' use of translanguaging in Science classrooms. International Journal of Science, 41(15), 2049–2069. doi: 10.1080/09500693.2018.1477261
Laere, E. Van, Aesaert, K., & Braak, J. Van. (2014). The role of students' home language in Science achievement : A multilevel approach. International Journal of Science Education, 36(16), 2772–2794. doi: 10.1080/09500693.2014.936327
Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL classrooms. Journal of Language, Identity & Education, 16(4), 228–244. doi:10.1080/15348458.2017.1328283
Mahan, K. R. (2020). The comprehending teacher: Scaffolding in content and language integrated learning (CLIL). The Language Learning Journal. Advance online publication. doi: 10.1080/09571736.2019.1705879
Meyer, O. (2017). Introducing the CLIL-pyramid: Key strategies and principles for quality CLIL planning and teaching. Unpublished Paper, Catholic University of Eichstaett-Ingolstadt, October 2010. Accessed on September 19, 2020, https://www.researchgate.net/publication/275887754
Monbec, L. (2020). Scaffolding content in an online Content and Language Integrated Learning (CLIL) module. International Journal of TESOL Studies, 2(2), 157-173. doi: 10.46451/ijts.2020.09.12
Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course 'forced' online due to the COVID-19 pandemic. Journal of Education for Teaching. Advance online publication (pp. 1–3). doi: 10.1080/02607476.2020.1755205
Osman, M. E. (2020). Global impact of COVID-19 on education systems: the emergency remote teaching at Sultan Qaboos University. Journal of Education for Teaching. Advance online publication (pp. 1–9). doi: 10.1080/02607476.2020.1802583
Pladevall-Ballester, E. (2018). A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research, 23(6), 1–22. doi: 10.1177/1362168818765877
Rasmitadila, Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies 2020, 7(2), 90-109. doi: 10.29333/ejecs/388
Riessman, C. K. (2008). Narrative methods for the human sciences. Los Angeles, CA: Sage Publications.
Richardson, J. C. & Newby, T. (2006) The role of students' cognitive engagement in online learning. American Journal of Distance Education, 20(1), 23-37. doi: 10.1207/s15389286ajde2001_3
Satriani, I. (2019). Storytelling in teaching literacy: Benefits and challenges. English Review: Journal of English Education, 8(1), 113-120. doi: 10.25134/erjee.v8i1.1924
Shao-Jun, D., & Liu, J.-H. (2018). Application of CLIL in teaching young learners about life cycle in English. DEStech Transactions on Social Science, Education and Human Science, (icaem), 344–348. doi: 10.12783/dtssehs/icaem2017/19104
Shin, J., & Crandall, J. (2014). Teaching Young Learners English: From Theory to Practice. Singapore: Heinle Cengage Learning.
Tragant, E., Marsol, A., Serrano, R., & Llanes, À. (2016). Vocabulary learning at primary school: A comparison of EFL and CLIL. International Journal of Bilingual Education and Bilingualism, 19(5), 579–591. doi: 10.1080/13670050.2015.1035227
Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language Teaching and Research, 3(1), 101-107.
Zein, S. (2018). Translanguaging in the EYL classroom as a metadiscursive practice: Preparing prospective teachers. In S. Zein & R. Stroupe (Editors). English Language Teacher Preparation in Asia: Policy Research and Practice, (pp. 47-62). New York: Routledge.