The effectiveness of CLIL method in teaching environmental biology
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Abstract
This research article investigates the effectiveness of the Content and Language Integrated Learning (CLIL) method in teaching environmental biology to ninth-grade students in Kazakhstan. The study compares CLIL-based instruction, which integrates English language learning with environmental biology content, against traditional lecture-based teaching. Results indicate that CLIL significantly enhances students' subject mastery, language proficiency, critical thinking, and engagement. The article includes detailed methodologies, pre- and post-test analyses, open-ended responses, and student reflections, demonstrating CLIL's superiority in fostering interdisciplinary skills and real-world application of knowledge. Challenges such as teacher training and material development are also discussed, alongside recommendations for future research.
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References
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