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
Published online: 25 September 2019
https://doi.org/10.1075/jicb.18033.he
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