1. CLIL in Secondary Science Revised Curriculum: A Mirage? By N.A.L.A.Nettikumara M.V. Vithanapathirana Faculty of Education University of Colombo

2. Background to the Study Introduction of Bilingual Education-2002 Curricular revision- 2007 Initiation of CLIL as a BE approach-2013 Curricular revision-2015 Teaching/learning materials have not prepared based on CLIL theory and methodology Incorporation of CLIL methodology to the teaching learning process is a crucial factor for its successful implementation.

3. Problem statement Since innovations and curricular revisions have been made to integrate CLIL into BE in the formal school system, it is important to research into how effectively it practically is being implemented paying attention to curriculum, textbooks and teaching leaning methodology.

4. Objectives What is the nature of the CLIL approach introduced in the revised science national curriculum? How effectively has the CLIL approach been integrated into grades 6,7,10 and 11. How do the bilingual science teachers integrate CLIL into the teaching learning process under the revised curriculum

5. Methodology Research design –exploratory qualitative research design based on grounded theory and content analysis. Curricular materials including textbooks were analyzed using content analysis paying attention to 4 Cs, content, cognition, communication and culture Classroom observations of 30 lessons from 10 bilingual science teachers were analyzed using grounded theory Semi structured interviews from 10 teachers were analyzed qualitatively.

6. Analysis of curricular materials No comprehensive attempts have been made to integrate 4Cs into the science curriculum Content, cognition, communication and culture have not been interwoven as an organic unit into teacher and learner materials Language registers commonly accepted and in use in teaching and learning science are not provided in the textbooks. Though some opportunities are provided for the students to apply the relevant concepts, no attempts have been made to enable the students to integrate their culture into the process of knowledge construction Strategies for the development of language through content are not provided

7. Analysis of classroom observation Emerge themesCategories Codes PreparednessLesson plan Activities No daily lesson plans – any kind. 10% wrote CLIL lesson plan no new activities/ no CLIL activities Teaching methodologyStudent centered Teacher centered rarely used More- Lecture method Use of curricular materialUse of TG Use of textbook do not use the TG use the text book as a reference /to give notes/ to do the experiments InteractionSt –St interaction Stu-Tr interaction Tr- Tr interaction less collaborative work/MT less /MT No Code switchingUse of MT Use of L2 very frequent/Some trs to explain concept to greet, to explain the technical terms.,notes,few instruction

8. Analysis of interview data CategoryFindings CLIL theoryLack of knowledge on CLIL theory and methodology Lesson preparationUsed the traditional lesson format with no knowledge of CLIL lesson plans Lesson developmentTeaching is imparting subject content to the students through teacher explanation CLIL strategiesLack of knowledge of using CLIL strategies into the integration of 4 Cs Awareness of languageNo proper knowledge on the strategies of integrating language structures into subject for the development of cognition

9. Cont.. CategoryFindings MotivationLack of both internal and external motivation to learn CLIL strategies TrainingNot enough training opportunities for the development of CLIL skills among teachers SupervisionLack of an effective teacher supervision programme for the implementation of CLIL methodology School cultureRestriction placed on the teachers because of the heavy syllabus, existing examination system, pressure from the parents

10. Conclusion CLIL concept has not properly been given to the teachers Curriculum development has not been done based on CLIL methodology Lack of training opportunities for developing CLIL skills among teachers Implementation of the CLIL programme without a social acceptance ( teachers, educators, parents, students) Lack of a home grown CLIL concept to suit the socio cultural milieu of the country

11. Suggestions CLIL can be implemented as small scale projects as School/division/zone and as national level. Easily introduce through college of education. CLIL supervision or proper guidance for CLIL in zone/division or in local level. Enhance the teacher collaboration

12. References Marsh, D. 2002. Content and Language Integrated Learning: The European Dimension – Actions, Trends and Foresight Potential