Since 1990 CLIL is defined as an approach that integrates the learning of subject contents and the acquisition of an L2. This approach has been implemented on different countries and schools, to enhance the teaching-learning process and the learning of a foreign language. In this case study, the methodology that an English specialist ...»»»»
Since 1990 CLIL is defined as an approach that integrates the learning of subject contents and the acquisition of an L2. This approach has been implemented on different countries and schools, to enhance the teaching-learning process and the learning of a foreign language. In this case study, the methodology that an English specialist teacher of a state school uses to face, plan and carry out a Science-CLIL didactic sequence is analysed. To gather data about teacher’s beliefs and concerns and the methodologies used, the transcription of an interview and the transcriptions of the observations made during two sessions were used. Moreover, the summary of the three sessions of the didactic sequence were also considered. The results lead to a reflection about challenges and difficulties of teaching Science-CLIL and to some improvement proposals have been made. Finally, it can be affirmed that more language scaffolding should be used and that IBSE cycle parts that are not considered: developing and using models, analysing and interpreting data, using mathematical thinking, constructing explanations and obtaining, evaluating and communicating information should be considered.
Key words: CLIL, Science teaching, L2, language scaffolding, IBSE.^^^^
