Integrative teaching tasks to promote the learning of physics and English content in basic secondary school

Abstract

Current social development demands the education of new generations with a solid scientific knowledge as well as with an international language knowledge such as English, which allow appropriately professional interactions and communications in different sociocultural contexts. This current conference paper dealt with a problem focused on how to favor Content and Language Integrated Learning (CLIL) in Junior High School students during the teaching and learning process of Physics. This paper aims to socialize an Integrated Task-Based Learning experience to favor Physics subject content learning and English learning. An experimental and longitudinal study was conducted with eighth grade students at Hubert de Blanck Ortega Junior High School in Las Tunas province, The Republic of Cuba. Physics content learning and English learning of students were explored and compared in two different moments, before and after the implementation of Integrated Task-Based Learning. An intentional sample of 36 students was taken. A mixed research approach was applied where several research methods were implemented. Methods such as survey, literature review, and modeling were applied. Additionally, mathematical statistical procedures were used to gather, organize, and present dataset by means of tables and graphs. The results showed that Integrated Task-Based Learning, which was implemented, contributed to enhancing Content and Language Integrated Learning.