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Unit 2 – Phase 3
Alternatives to solve the case
Submitted by:
Dainer William Bonilla Tovar
93380055
Submitted to:
Edith Grande
Didactics of science - 551033_13
National Open University and Distance – UNAD
Sciences and Education School – ECEDU
April 16th, 2020
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ALTERNATIVES TO SOLVE THE CASE
Step 1. Reading:
A. What is the difference between teaching science through a CLIL approach and a
regular class without this approach?
In a regular class the emphasis may be focused in the language or in the content
whereas in a class with CLIL the emphasis of the class is in content and language at the
same time, the order can vary according to the students’ needs. The fact of being
exposed to the English language for learning subjects all the time allows students to
improve their language skills. This means that students can improve their English
language skills through the learning of contents of a subject, and subjects may be learnt
through the use of English language. CLIL requires teachers to have a high English level
to explain all the topics about the subject to be taught, explain new concepts introduced
in the subject, differentiate similar words in pronunciation but with different meanings,
for example. Finally, another big difference is that teachers have to face the lack of
science materials for their classes.
B. What is the role of the foreign language (English) in such a lesson of science?
English language is very important for students to acquire and understand all
knowledge about the different topics or subjects taught, taking into account the specific
terms used in teaching science. Besides, it facilitates the group work which requires to
share information, explain procedures and explain the results of those procedures, etc.
For teachers, owning a high English level implies the possibility of teaching correctly all
about the subjects such as, explaining unknown terms, differentiating words with similar
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pronunciation but with different meanings and provide students with all necessary
information to clarify any doubt about the subject that's being taught.
Step 2: Examples:
A. 3 examples of the 4 Cs technique:
FIELD
Geography
CONTENT
The atmosphere
COMMUNICATION
COGNITION
CULTURE
What’s the
students think
Researching
atmosphere?
about the effects
about how
What is the
that the
people in other
composition of the
disappearance of
countries work
atmosphere?
the atmosphere
to protect the
Why is the atmosphere
could have on
atmosphere.
important?
people or living
beings in
general.
Biology
Chemistry
The cell and its
functioning
The matter
Students will be able
Students will
The students
to identify the concept
analyze and
investigate how
of cell, types of cell,
identify the main
the cells
its composition, the
differences
influence the
basic functions of its
between
human body
structures, and the cell
eukaryotic and
traits according
shapes.
prokaryotic cells.
to the race
What’s the matter?
Students will
Students
What are the
work in pairs to
develop an
properties of the
create a concept
experiment to
matter?
map to explain
make
What are the states of
the most relevant
comparisons
the matter?
aspects of the
among the states
What kind of changes
matter.
of matter
does the matter
experiment?
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What kinds of matter
are?
B. Information about the language in CLIL:
 what are the types of language that can be studied in a science lesson? Explain
them in your words.
According to the reading, there are three types of language that can be studied in a
science lesson, and they are the following:
 the subject-specific language of the science subject: This is the essential language
in the science subject, which includes the basic terms for its teaching.
 The general-academic language: This type of language describes the language that
is present in many other subjects, which means it’s not exclusive for science subject.
 The peripheral language of the classroom: It’s the own style of language used by
the teachers to establish communication with students in the classroom, and manage
the class properly in a foreign language.
C. 3 examples of the types of language in CLIL:
TYPES OF LANGUAGE
The subject-specific language
of the science subject
DEFINITION
EXAMPLE
This is the essential language
If we are going to speak about
in the science subject, which
the cell, it’s very important the
includes the basic terms for its
knowledge of certain terms
teaching.
included membrane,
prokaryotic, eukaryotic,
endoplasmic reticulum,
peroxisome, etc.
The general-academic
This type of language describes
When the teacher asks the
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language
the language that is present in
students to work in groups and
many other subjects, which
explain the characteristics of an
means it’s not exclusive for
earthquake. As each member of
science subject.
the group must make
contributions, the structures of
language to be used could be: I
think that there are many…, the
main characteristic is …, one of
the most relevant
characteristics…, etc.
The peripheral language of the
It’s the own style of language
When the teacher explains the
used by the teachers to
rules that must be followed in
establish communication with
the lab:
students in the classroom, and
Don’t run
manage the class properly in a
Wear gloves
foreign language.
Do what I say
classroom
Don’t eat or drink
Don’t leave the lab without
permission
In this case, the teacher has a
kind of script to explain the
rules.
D. Answer to the questions of the last part:
 What happens when a teacher has knowledge in English but not in sciences? Or in
sciences but not in English?
CLIL is very clear when emphasizing the complement that has to take place
between content and language. In both cases, nothing will work properly, especially if
we take into account the complement that must exist between language and content. In
the first case, it’s evident that none teacher can be able to teach something that doesn’t
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know; the fact of having knowledge in the English language is not enough to stand in
front of a group of students and answer their questions about the subject correctly.
Taking in mind his lack of knowledge about the science subject, it’s impossible for the
teacher to fulfill the objectives proposed for the different topics included in the
curriculum and in the lesson plan.
In the second case, the lack of knowledge of the English language even though
having the knowledge on the science subject represents a serious obstacle for the teacher
to explain clearly the different concepts involved in the science subject, so, the teacher
would have to resort to the use of the native language for it.
In both cases, the teaching-learning process would have no sense and it would end
up being a waste of time for both teachers and students.
 What happens when students possess knowledge in science but lack of English
language?
It’s known that all students need the motivation to carry out a successful learning
process, and at this point, the knowledge of English language plays a key role, since the
simple fact of not understanding what it’s being taught could lead to totally different
results than expected, that is, students could be unmotivated, confused and frustrated by
not being able to obtain the required knowledge on the science subject.
 How can be used the L1 or the native language of students (Spanish) in the sciences
classes?
The native language of students (Spanish) can be used in the science class to
provide more and detailed information about a specific aspect of a topic. This could
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encourage the students to participate more actively in the class, and keep them motivated
to learn. On the other hand, the teacher could consider the use of the Spanish language
as a means to communicate his ideas more easily.
 How can the teacher choose the topics to teach?
Despite the fact that there is a curriculum that concentrates all the subjects to be
taught in the different areas of science, the teacher could resort to a previous evaluation
of the students' knowledge, and in this way determine the main topics to be taught
during the school period, according to the students’ needs.
 What are the best types of activities and methodologies to apply in the sciences
classes?
The best and more recommended activities and methodologies to apply in the
science classes are those that involve the students’ active participation, such as:

Concept and mind maps: This provides the students the opportunity to communicate
what they know on a topic using their own words.

Context-based learning: This method allows the students to be familiar with new
information, analyze it in comparison to what they know about the topic, and make
their own conclusions.

Projects: This method is excellent for the students to put into practice all what they
have learned in theory.

Mini-labs: This allows the students to participate actively in the classroom activities
tending to illustrate concepts, and make them easier to understand.
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
Documented problem solving: This method provides the students with the
possibility of expressing their ideas and opinions while solving a problem step by
step.
Step 3. Solutions:
Taking into account the advanced English level of the teachers, and the fact that some of
them are willing to assume the challenge of teaching science, it could be possible to
promote training on science for all those teachers who seem to be motivated to help by
teaching science. Their work could be supported by the use of tools provided by the ICT to
get familiar with the science subjects’ contents.
All the GBS teachers should develop joint research work on the activities that best suit
the science class, to provide the new teachers with pedagogical tools that facilitate the
teaching process.
Finally, the use of textbooks and other resources provided by computer tools could help
the new teachers to get the required science subject knowledge through the language.
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REFERENCES
Blanco, D. (n.d.). Partes de la célula en inglés. Retrieved from
https://es.educaplay.com/recursos-educativos/1023985partes_de_la_celula_en_ingles.html
Edsys. (n.d.). 50 innovative teaching methods in science [Message in a blog]. Retrieved
from https://www.edsys.in/innovative-science-teaching-methods/
Kelly, K. (2010). CLIL in natural science subjects: language and task. Retrieved from
https://core.ac.uk/download/pdf/11503455.pdf
Mattheoudakis, M., Alexiou, T., & Laskaridou, Ch. (2011). To CLIL or not to CLIL? The
case of the 3rd Experimental primary school in Evosmos. Retrieved from
https://www.researchgate.net/publication/277019865_To_CLIL_or_not_to_CLIL_T
he_case_of_the_3rd_Experimental_primary_school_in_Evosmos
University of Cambridge. (n.d.). teaching science through English - a CLIL approach.
Retrieved from http://www.geo-clil.ugent.be/wpcontent/uploads/2016/03/Teaching-Science-through-English-A-CLIL-Approach.pdf