Bilingual Education: Environmental Ecology in CLIL Classroom

DOI

10.2991/assehr.k.220131.144How to use a DOI?

Keywords

bilingual education; Environmental Ecology; CLIL teaching; intercultural communicative competence; cognitive activities

Abstract

As a form of bilingual education, Content and Language Integrated Learning (CLIL) teaching methodology offers a significant contribution to empowering students’ intercultural communication. In a globalized world, schools face the challenges of multilingual and multicultural societies. Students of various levels should be equipped with the intercultural communicative competence while learning subject content. Through CLIL teaching approach making meaning and shaping the academic knowledge and experience, authentic communication in class can be achieved in short periods of valuable teaching time. This study aims to provide a CLIL teaching of Environmental Ecology to show how students learn the academic language to address the key concepts and also become aware of the hidden cultural codes. This CLIL course is the intersection of content, cognition and language which not only engages students in cognitive activities and raises their eco-cultural consciousness but also improves their ability to express their thoughts appropriately and boosts their motivation in subject and language learning.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Shu-Yuan Chang
AU  - Hsu-Hui Cheng
PY  - 2022
DA  - 2022/02/01
TI  - Bilingual Education: Environmental Ecology in CLIL Classroom
BT  - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
PB  - Atlantis Press
SP  - 791
EP  - 795
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220131.144
DO  - 10.2991/assehr.k.220131.144
ID  - Chang2022
ER  -