The text includes a short description of the project, the research focus, the topic/content, learning objectives. Moreover, it covers the phases of planning, acting/observing and reflecting. Research outcomes serve as the end of the paper.
This research project was carried out as part of a program called "Content and Language Integrated Learning (CLIL)" in a 2nd grade elementary school in Southern Germany. The lesson deals with the five senses of the human being and is taught in English with students learning English as their first foreign language.
Table of Contents
- Short description of the project
- Research focus
- Topic/Content
- Learning objectives
- Planning
- Act/Observe
- Reflect
- Research outcomes
Objectives and Key Themes
The main objective of this classroom research project was to implement a CLIL (Content and Language Integrated Learning) lesson on the five senses in a second-grade English class and assess the students' comprehension of newly introduced vocabulary. The project aimed to explore the effectiveness of CLIL methodology in a primary school setting, focusing on vocabulary acquisition within a specific context.
- Effectiveness of CLIL methodology in primary education
- Vocabulary acquisition in a CLIL context
- Assessment of student comprehension in a CLIL lesson
- Integration of content and language learning
- Collaboration and teamwork in lesson planning and implementation
Chapter Summaries
Short description of the project: This section introduces the project's context within a classroom research course focusing on CLIL methodology. The researchers describe their task of implementing a CLIL lesson on the five senses in a second-grade class and assessing the students' understanding of newly learned English vocabulary. The project highlights the challenge of integrating content and language learning in a way that is both engaging and effective for young learners.
Research focus: This section details the specific focus of the research: assessing the students' comprehension of newly acquired vocabulary related to the five senses. The researchers explain their choice of a quantitative research method, emphasizing its suitability for measuring objective outcomes and ensuring reliability. The limitations of solely using a quantitative approach are acknowledged.
Topic/Content: This section clarifies the lesson's topic: the five senses. The aim was to raise awareness among the students of their different senses and to teach them the corresponding English vocabulary (smell, taste, hear, touch, see). The researchers connect this topic to the existing curriculum, demonstrating its alignment with the educational standards for second-grade students.
Learning objectives: The learning objectives are defined in terms of content (understanding the relevance of the human senses through experimentation) and language (acquiring new vocabulary related to the five senses). The educational objective emphasizes teamwork and respect among classmates.
Planning: This chapter discusses the planning process, which included getting to know the class, considering the curriculum, and preparing materials. The researchers highlight the challenges of working with young learners who have limited experience with written English and the importance of collaboration and teacher communication. The significant effort in creating authentic materials and a short story for the lesson is emphasized.
Act/Observe: This section describes the lesson's implementation. The researchers detail the media used (objects, pictures, a story), the chosen quantitative research method, and its advantages in ensuring objectivity and control. The rationale behind the selection of a quantitative methodology over qualitative methods or a mixed-methods approach is justified.
Reflect: This chapter presents a reflection on the lesson based on discussions with the teacher and the researchers' own observations. Both positive aspects (high student motivation, understanding of tasks) and areas for improvement (more student activity, varied materials) are identified. The researchers acknowledge that while the language objectives were met, the assessment of content understanding remains less certain. The appropriateness of the data collection instruments is also evaluated.
Research outcomes: This section summarizes the research findings. The researchers describe how they assessed vocabulary comprehension using a short story and symbol cards. The results focus on the number of students correctly identifying the vocabulary words within the story. Although the exact numbers are not provided, this chapter provides a framework of how the experiment concluded.
Keywords
CLIL, Content and Language Integrated Learning, primary education, vocabulary acquisition, second-grade English, five senses, quantitative research, classroom research, lesson planning, student comprehension, teaching methodology.
FAQ: Classroom Research Project on CLIL Methodology and Vocabulary Acquisition
What is the main focus of this classroom research project?
The project focuses on implementing a CLIL (Content and Language Integrated Learning) lesson on the five senses in a second-grade English class and assessing the students' comprehension of newly introduced vocabulary. It explores the effectiveness of CLIL methodology in primary education, specifically regarding vocabulary acquisition.
What methodology was used in this research project?
The project primarily employed a quantitative research method to assess student comprehension of vocabulary related to the five senses. This choice was made to ensure objectivity and reliability in measuring outcomes. The limitations of using solely a quantitative approach are acknowledged.
What were the key objectives of the CLIL lesson?
The lesson aimed to achieve both content and language learning objectives. Content objectives focused on students understanding the five senses through experimentation. Language objectives centered on acquiring new English vocabulary related to the five senses. Teamwork and respect were also emphasized.
How was the CLIL lesson planned and implemented?
The planning involved understanding the class, aligning with the curriculum, and preparing engaging materials, including a short story and visual aids. The lesson implementation detailed the use of objects, pictures, and the short story. Challenges of working with young learners with limited written English experience are discussed.
What methods were used to assess student comprehension?
Student comprehension was assessed using a short story and symbol cards focusing on vocabulary related to the five senses. The results centered on the number of students correctly identifying these vocabulary words within the story, providing a framework of how the experiment concluded.
What were the key findings of the research?
While the exact numerical results aren't provided, the research indicates that the language objectives (vocabulary acquisition) were largely met. However, the assessment of content understanding (comprehension of the five senses) remains less certain. The reflection highlights areas for improvement in lesson design and material variation.
What are the key themes explored in this research?
Key themes include the effectiveness of CLIL methodology in primary education, vocabulary acquisition in a CLIL context, assessment of student comprehension in a CLIL lesson, integration of content and language learning, and collaboration in lesson planning and implementation.
What are the limitations of this research?
The research acknowledges the limitations of using a solely quantitative approach to assess student understanding. The reflection also points to the less certain assessment of content understanding compared to the language objectives. The appropriateness of the data collection instruments is evaluated.
What are the key words associated with this research project?
CLIL, Content and Language Integrated Learning, primary education, vocabulary acquisition, second-grade English, five senses, quantitative research, classroom research, lesson planning, student comprehension, teaching methodology.
- Citar trabajo
- Johannes Vees (Autor), 2008, The five senses of the human being, Múnich, GRIN Verlag, https://www.grin.com/document/139861
