Perceptions of sixth grade students regarding the implementation of CLIL methodology in Science Class

Abstract

This paper presents an action research study conducted at a private institution situated in Chia, Cundinamarca. The study focused on the implementation of CLIL methodology in science lessons for sixth-grade students. The objective of the study was gathering and analyze information from a group of 21 sixth-grade students, comprising 11 boys and 10 girls between the ages of 11 and 12. The study aimed to explore their perceptions regarding the implementation of Content and Language Integrated Learning (CLIL) methodology in their science class. Data were gathered through students’ artefacts, questionnaires and field diary. The results were analyzed under grounded theory with which was basically aimed to identify patterns and themes in the data and to develop a theory that explains these patterns. In conclusion, several students expressed that they experienced a more engaging learning process through the implementation of CLIL methodology, they appreciated the dynamic nature of the activities that facilitated group work, encouraging the sharing of ideas and opinions. This approach not only fostered effective communication but also provided consistent opportunities for language practice instead, some students hold the perspective that the CLIL methodology is not beneficial, as they did not observe notable differences compared to traditional science lessons.