As a bilingual teaching method, Content and Language Integrated Learning (CLIL) is growing in popularity in Europe and research has primarily focused on (language) learning outcomes.Few studies have identified what characterizes teaching in the CLIL classroom in terms of content and language integration. Studying how CLIL is practiced is vital to understanding how it works and how students can benefit from it. In this study, we filmed and observed CLIL lessons in science and mathematics in a 9 th grade, Norwegian CLIL class offering subjects in English. The present study uses The Protocol for Language Arts Teaching Observation (PLATO) to analyze video-recordings of CLIL lessons in science and mathematics, emphasizing a within-CLIL focus, and compared this with the English language teaching in the same class, as a baseline. Our findings indicate content-driven and intellectually challenging CLIL teaching with clear instructional explanations and systematic language support. English was used as frequently in the CLIL teaching as in the English teaching. Content and language were clearly integrated in the observed CLIL lessons, underscoring that the CLIL teachers successfully conveyed their subject in the target language.
In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the interrelationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.
This article discusses the potential of small head mounted camera (headcam) to collect video data indicating student learning processes in science across time and settings (classroom and field). Empirical examples from two Norwegian research projects; one on integrating science inquiry and literacy in elementary school and the other on learning geoscience through fieldwork in upper secondary school; are used to demonstrate the potential contribution of headcam to science education research. We propose that headcam videos provide opportunities for observing features of science teaching and learning from new angles: following students during movement, connecting students’ verbal interactions and interaction with physical objects, students’ written products in the making, and students’ development of understanding over time. However, we also experienced that headcam videos exposed some unwanted observations. The discussion of implications addresses the advantages and limitations of using headcams, including concerns arising from unwanted observations.
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