Understanding content and language integrated learning (CLIL) in selected Malaysia Biology classrooms: a case study

The purpose of this qualitative case study was to understand and describe the existing teaching and learning activities of Content and Language Integrated Learning (CLIL) conducted in the selected Biology classrooms in Peninsular Malaysia. The study was guided by three research questions, focusing in the nature of the teaching and learning activities, the cognitive levels reflected by the activities through the lens of Revised Bloom’s Taxonomy (RBT), and the language skills that could be learned through the activities in Biology learning. Three experienced Biology Excellent Teachers and their students were purposively selected as respondents in this study. The data collected through classroom observations, semi-structured interviews, and document reviews were validated through member checking and triangulation. Firstly, the findings suggested that the five main nature of the CLIL activities are interactive, studentcentered, teacher-centered, ICT integrated and exam-oriented. Secondly, all six cognitive levels of RBT were reflected by the CLIL activities, weighing more on the levels of remember, understand, apply, and analyze, rather than evaluate and create. Nevertheless, a small range of micro-skills within the four basic language aspects: listening, speaking, reading, and writing were found to be learned through the CLIL activities. The findings conclude that different nature of CLIL activities creates a positive and cognitive demanding learning environment for students to learn the content while learning the language skills. The study has provided valuable information to teachers, school administrators, and teacher educators to link teaching and learning practices and teachers’ professional development.