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Article published In:
Teaching, Learning and Scaffolding in CLIL Science Classrooms
Edited by Yuen Yi Lo and Angel M.Y. Lin
[Journal of Immersion and Content-Based Language Education 7:2] 2019
► pp. 261–288

Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”

| The University of Hong Kong
| Simon Fraser University

Drawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge.

Keywords: “Concept + Language Mapping” (CLM), Content and Language Integrated Learning (CLIL), English medium instruction (EMI), foreign language literacy, science literacy, thematic patterns
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Meaningful learning and concept mapping
    • 2.2Thematic patterns
    • 2.3Thematic-pattern-based “concept + language mapping”
  • 3.Methodology
    • 3.1Research design
    • 3.2Data collection and analysis
  • 4.Results and analysis
    • 4.1The CLM approach facilitated content and language development in the EMI biology classroom
      • 4.1.1Quantitative results
      • 4.1.2Qualitative results
    • 4.2Integrating content and language learning with thematic-pattern-based designed and spontaneous scaffoldings in shifting communicative approaches
      • 4.2.1Multimodal animated sequential “concept + language mapping” with thematic-pattern-based designed and spontaneous scaffoldings
      • 4.2.2Integrating content and language by combining thematic patterns and genre structures
  • 5.Discussion
    • 5.1Integrating content and language in CLIL lessons
    • 5.2Drawing on perspectives of subject education researchers
    • 5.3Teacher education about “thematic-pattern-based” CLM pedagogy
  • 6.Conclusion
  • Acknowledgements
  • Notes
  • References
Published online: 25 September 2019
DOI logo
https://doi.org/10.1075/jicb.18033.he
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