Abstract:

This article deals with Content and Language Integrated Learning (CLIL) and scaffolding in primary education in the Czech Republic. It presents partial results of the qualitative research focusing on teachers who regularly use English as a language of instruction in their lessons in Czech primary schools (i.e. in subjects such as Science, Art, Czech language, and Mathematics). CLIL is not considered to be a new phenomenon anymore. However, teachers have different ways of teaching and understanding CLIL, since there are no strict rules. Therefore, this research was conducted in primary schools where teachers have similar conditions. The purpose of CLIL is to help learners acquire new knowledge while developing their language skills. The integration of content and language requires the use of specific teaching techniques. The focus of this study is on scaffolding techniques that teachers use to help guide pupils toward new knowledge and abilities. The paper presents partial results of a video study based on the observation of lessons, questionnaires of authenticity, video recordings, and stimulated recall. In total, 14 lessons were recorded, transcribed and analyzed, and the categorical system was chosen as a tool for coding lessons. The support provided by teachers during lessons has been divided into three main categories: verbal, procedural, and visual scaffolding. The results show that CLIL teachers mainly used verbal scaffolding techniques to support pupils’ understanding, and the following categories have been identified as the most frequent: guiding questions, repetition, songs and rhymes.

Keywords:

CLIL, scaffolding, primary school, young learners.