Htqe.2025.04

https://doi.org/10.22364/htqe.2025.04 | 55-73 | PDF

Intervention of CLIL Approach on Academic Language Development in Science and Mathematics

Jyotika Guleria¹, Sangeeta Pant¹, Vani Parwez¹
¹Chitkara University, Punjab, India

Abstract
Content and Language Integrated Learning (CLIL) is an instructional approach that simultaneously develops subject knowledge and language skills. In India, several government exams mandate the clearance of English and Hindi language papers as a compulsory component. Schools and Universities mainly focus on concept attainment rather than enhancing students’ vocabulary or language proficiency, leading students to rely on rote memorization of scientific and mathematical terms. To mitigate this gap, an effort was made to introduce the CLIL approach towards instructing Science and Mathematics in both the target languages. This study aimed to bridge this gap by fostering collaboration between language and subject teachers to customize content integrating language development into Science and Mathematics instruction with a focus on the 4C’s of CLIL pedagogy; content, communication, cognition and culture. The study involved a sample of 40 prospective teachers from the Department of Education, Chitkara University, Punjab, India, divided into an experimental group (20 participants receiving CLIL-based instruction) and a control group (20 participants receiving traditional instruction). The study adopted mixed-method approach. Quantitative analysis was carried out by employing t-test and Pearson’s Correlation. The post-test scores of both groups revealed that experimental group (Science; Mean = 11.650 and Maths; Mean = 17.3) was doing better than the control group (Science; Mean = 9.950 and Maths; Mean = 13.8) in both disciplines but there was no significant relationship between the achievement of scores in Science and Mathematics. Qualitative data from interviews and classroom observations underwent thematic analysis which revealed the positive attitude of students and teachers towards CLIL pedagogy. However, they reported challenges like teacher expertise and training, balancing content and language instruction, resource availability and accessibility, time constraints and workload in its implementation.

Keywords: Academic Language Development, CLIL, Science and Mathematics Education, Student Achievement, Teacher Collaboration

In: Human, Technologies and Quality of Education, 2025. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2025. Rakstu krājums.  Ed. L. Daniela. Riga: University of Latvia, 2025. 698 p.
ISBN 978-9934-36-461-7 
https://doi.org/10.22364/htqe.2025