Development of content-language integrated learning(CLIL) model with enhanced scaffolding in primary English writing based on coding theme

Abstract

Objectives CLIL(Content-Language Integrated Learning) is an approach that aims to teach subjects through a foreign language, with the dual purpose of content and language learning (Marsh, 2002). CLIL classes require precise mediation of curriculum objectives, language goals, cognitive goals, and cultural objectives. However, there has been a shortage of practical classroom examples, making it challenging for teachers in the field to implement CLIL effectively. This research proposes an approach to bulid a model to integrate coding content and English in line with the 4Cs framework(Coyle, 2006; Coyle et al., 2010). Methods Through peer teacher interviews, teacher journals, and student interviews, students' cognitive and language challenges was detected, thus the model incorporated support into the existing 4Cs framework. Results The support includes providing the native language, multi-modal learning materials, and collaborating. As a result, the 4CS framework with additional scaffolding was presented. Conclusions This research aims to provide guidelines for CLIL instruction, offering detailed examples of CLIL approaches according to specific topics to facilitate the implementation of content-language integration in real classroom settings.