Using a Content and Language Integrated Learning (CLIL) Based Program on Developing Preservice Science Terachers' Semantic Awareness | ||||
| مجلة العلوم التربوية بکلية التربية بالغردقة، جامعة جنوب الوادى | ||||
| Article 5, Volume 3, Issue 2, April 2020, Page 108-136 PDF (900.68 K) | ||||
| Document Type: أبحاث فى مجال العلوم الإنسانیة والاجتماعیة | ||||
| DOI: 10.21608/mseg.2021.62074.1012 | ||||
 View on SCiNiTO | ||||
| Author | ||||
لمياء محمد عبد العاطي أحمد 
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| جامعة جنوب الوادى - کلية التربية بالغردقة | ||||
| Abstract | ||||
| Abstract: This article surveys Content and Language Integrated Learning (CLIL), its history and development. It aims at identifying the effectiveness of using the CLIL approach to enhance semantic awareness for science preservice teachers. Participants of the study were (32) from the science department at Hurghada Faculty of Education. By virtue of its dual focus on language and content, CLIL was utilized in teaching English for science purposes. It discusses Semantic Awareness skills which include students’ ability to paraphrase, summarize, write comprehensible sentences and express oneself clearly. The article first focuses on CLIL and its development and widespread throughout the world. While the second part deals with the meaning of semantic awareness. Moreover, the third part demonstrates results and recommendations on the effectiveness of using CLIL to enhance semantic awareness in teaching English for science purposes. Last part of the article discusses learning outcomes of the online implementation of CLIL on preservice science teachers to develop their semantic awareness. | ||||
| Keywords | ||||
| CLIL; Semantic awareness; science; preservice teachers | ||||
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