INTEGRATING ENGLISH LANGUAGE INSTRUCTION IN SCIENCE EDUCATION: A COMPREHENSIVE PEDAGOGICAL APPROACH
Keywords:
Content and Language Integrated Learning (CLIL), Task-Based Learning (TBL), Inquiry-Based Learning (IBL), English language instruction, science education, linguistic proficiency, scientific literacy, bilingualism, global scientific communication, pedagogy.Abstract
The integration of English language instruction into science education is
pivotal for preparing students to navigate the global scientific community, where English
dominates as the primary medium of communication. This article examines evidence-based
methodologies Content and Language Integrated Learning (CLIL), Task-Based Learning
(TBL), and Inquiry-Based Learning (IBL)-to facilitate the simultaneous development of
linguistic proficiency and scientific literacy. By embedding English instruction within
authentic scientific contexts, these approaches foster critical thinking, precise
communication, and interdisciplinary skills. The paper explores their theoretical
foundations, practical applications, and cognitive benefits, supported by examples such as
designing experiments and presenting findings in English. Challenges, including varying
proficiency levels and cognitive overload, are addressed through scaffolding and teacher
training. The findings underscore the transformative potential of integrated pedagogies in
equipping students for academic and professional success in a globalized scientific
landscape.
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