Integrating content and language learning in a rural multigrade classroom: A CLIL experience

Abstract

This research aimed to analyze the contributions of Content and Language Integrated Learning (CLIL) to science knowledge and communicative competence among students in a multigrade classroom at a rural elementary school. The lack of specialized teacher training in language and content teaching in rural contexts is a significant factor that makes learning a foreign language and science knowledge in rural settings particularly challenging. This study adopted a qualitative approach with an action research design. The study population consisted of nine elementary school students in a multigrade classroom from a rural school in southwestern Antioquia, Colombia. The results obtained from tests, reflective journals, observation guides, and interviews showed that gradual progress was made in communicative competence, particularly in vocabulary acquisition, reading comprehension, listening comprehension, pronunciation, and basic oral production. Regarding science knowledge, understanding of scientific concepts related to plants, animals, and body parts was strengthened, and, as a result, observation and experimentation skills were enhanced. Furthermore, students perceived that resources applied in a contextualized manner and linked to their environment created more meaningful learning experiences in both Science and English, which reduced barriers to foreign language learning. This was reinforced by collaborative work and context-based activities, which fostered participation, motivation, and meaningful learning in the rural multigrade classroom.