Abstract:

In 2003, the Malaysian government implemented the policy of Teaching and Learning of Science and Mathematics through English (TeSME) whereby all subjects of science and mathematics (non-language subjects) are to be taught through English (second language). The introduction of this policy has brought about with it challenges that affect both the learners and teachers. The purpose of this qualitative study was to understand and describe the existing Content Language Integrated Learning (CLIL) practices in selected Biology classrooms. This study focuses on the nature of the teaching and learning activities and language skills that could be learned through the teaching and learning activities of Biology concepts. Three experienced Biology Excellent Teachers and their students were purposively selected as respondents in this study. Data collected through classroom observations, semi-structured interviews, and document reviews were validated through member checking and triangulation. Findings from this study suggested that the five main nature of the CLIL practices are interactive, student-centered, ICT integrated and exam oriented. A small range of micro-skills within the four basic language aspects namely listening, speaking, reading and writing were learnt through the activities conducted. It can be concluded that the different nature of the CLIL practices observed created a positive and cognitively demanding learning environment for students to learn the content while acquiring language skills.

Keywords:

CLIL, cognitive engagement, Biology teachers.