Publication Date

Summer 8-2-2020

Degree Name

Master of Arts in Teaching English to Speakers of Other Languages (Master of Arts in TESOL)

First Advisor

Leslie Turpin

Abstract

The author of this thesis aims to investigate Content and Language Integrated Learning (CLIL) approach for seniors (grade 12) in the Moroccan EFL classroom. The field of science has been broken into range of specialisms which influence students’ choices for the international Baccalaureate in which the language of instruction is either French, English or Spanish. Being so, the approach acts as the backbone for the study of certain content through specific language use (Dalton-Puffer: 2007).

The intent of the thesis is to explore the instructor's thorough processes in starting the project, his desires, encounters and difficulties, and the long-term impact this experimentation with the approach has. It is a contextual case study materials development project which relies on key techniques. Namely, the author observed student presentations and took notes on them to use in the preparing of materials. Likewise, some informal interviews took place before the project began to gather input and perspectives from other practitioners.

The students were for the most part centered around the topics of lessons experimented with and not the way that they were utilizing English to find out about it. For instance, the utilization of movies and exercises identified with them were what they loved most, while giving oral presentations, reading and writing were fewer mainstream tasks. Communication involvement in classroom discussions was developed in the project. One of the areas where students developed their language is vocabulary connected to the topic, however, the greater part of them didn't feel that they had built up their language in different manners.

Disciplines

Bilingual, Multilingual, and Multicultural Education | Communication Technology and New Media | Education | Educational Methods

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