Year:2023   Volume: 4   Issue: 4   Area:

  1. Home
  2. Article List
  3. ID: 91

Asma Melouah ‎

IMPLEMENTATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN ‎TEACHING ‎ENGLISH TO TECHNICAL STUDENTS IN ALGERIAN HIGHER EDUCATION

Content and Language Integrated Learning (CLIL) has become a ‎crucial construct in the ‎context of teaching and learning ‎worldwide. Despite this, relatively limited research has ‎been ‎undertaken to explore its implementation in Algerian tertiary ‎education. The latter has ‎witnessed, more recently, an increased ‎interest in the development of technical graduates' ‎English ‎language skills and content knowledge necessary both in academic ‎and professional ‎scopes. This paper aims to provide insights on the ‎effectiveness of CLIL as an innovative ‎approach in Algeria. It seeks ‎first to explore students' attitudes towards learning English in ‎the ‎faculty of technology at the University of Medea in Algeria. ‎Second, based on the data of an ‎experimental study collected ‎through a questionnaire, pretest and posttest, and ‎class ‎observation, this paper investigates the impacts of CLIL ‎implementation to improve technical ‎students' English language ‎competence, content learning as well as their attitudes ‎towards ‎English. The sample of participants included 30 students ‎divided into an experimental and a ‎control group. The study’s ‎findings revealed that students possessed deficient subject-‎specific ‎content knowledge and exhibited notably low interest in ‎the course, both of which ‎contributed to their negative attitudes ‎toward English. The results emphasized the significant ‎role of CLIL ‎implementation in promoting content knowledge and language ‎proficiency of ‎the experimental group students over the control ‎group, as well as in improving their attitudes ‎towards English. This ‎paper concludes with several implications regarding ways to ‎implement ‎CLIL in teaching both content and language for ‎technical subjects in Algerian higher ‎education

Keywords: Content and Language Integrated Learning; English Language ‎Competence; Attitudes; Faculty of ‎Technology; Process ‎Pharmaceutical Engineering; Higher Education

http://dx.doi.org/10.47832/2791-9323.‎‏4‏‎-4‎‏.‏‎‏3‏


162