Implementation of "soft CLIL" in teaching (science, mostly chemically, focused experiments in teaching German at primary school)
Abstract
As part of the action research, the pupils' relationship to foreign languages (especially German) and to natural sciences (physics, chemistry and natural sciences) was monitored. We focused mainly on possible changes in the popularity of these subjects among students after the inclusion of CLIL elements in teaching.
The action research took the form of a so-called cross arrangement of a pedagogical experiment in two language groups, so in the middle of the research the experimental and control groups were exchanged. After the intervention, the pupils of both groups perceived the German language more positively - there was an increase in its popularity among pupils, they looked forward to teaching and more often agreed with the opinion that they would learn something interesting in class.
The effect on changes in the relationship to science subjects has not been sufficiently demonstrated.