Designing the Sequence of Content Acquisition for Science and Language Integrated Learning Programme for Grade 1 Students
Keywords:science, language, content, integrated learning, CLIL, cross curricula approach, programme design.
The article deals with the action research of designing the sequence of content acquisition of English and science integrated learning programme to improve learning and engagement of Grade 1 students during their lessons of science in English. The research sample are Grade 1 students learning science in English, the teachers teaching science in English, teachers teaching science according the curriculum, and the English language teachers at Riga Secondary School No.34. Research took place in spring, 2014, and spring, 2015, and lasted for one year.
The process of creating the sequence of content acquisition of English and science integrated learning programme involved the following cycles: the exploration of theoretical background, relevant documents and teachers’ opinions on teaching content and language; the analysis of the course books for teaching science in Latvia and the authentic materials from UK for Grade1 students; designing Programme 1 for integrated English and science learning, piloting the content and materials of Programme 1, defining and introducing the improvements in Programme 2 and evaluation of the Programme 2. The data were collected by questionnaires, interviews, classroom observation and field notes.
Action research provided quantitative and qualitative data for adjusting content, language, instructions and activities to improve student learning. The research helped to see what improvements needed to be introduced for the enhancement of the programme for teaching science and English for Grade 1 students, as well as to eliminate the drawbacks occurred in teaching process. Designing the sequence of content acquisition of integrated language and content programme combines the exploring the students’ interests and the aims of the subject curricula.
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