Systematic Review of CLIL in Computer Science: Past, Present, and Future — with a Special Focus on Using ICT

Gulmira Kussaiynkyzy; Ida  Dringó-Horváth

doi:10.5294/laclil.2021.14.2.6

Authors

Gulmira Kussaiynkyzy Author Eötvös Loránd Tudományegyetem https://orcid.org/0000-0001-9064-7198
Dr. Ida Dringó-Horváth Author Károli Gáspár Református Egyetem https://orcid.org/0000-0002-5246-7097

DOI:

https://doi.org/10.5294/laclil.2021.14.2.6

Keywords:

Content and language integrated learning, CLIL, computer science; Information and Communication Technologies, ICT, technology, bilingual education, technology-enhanced CLIL, interdisciplinary approach, systematic review

Abstract

Computer science is regarded one of the subjects best suited for teaching with ICT-supported CLIL, as the English language is the lingua franca of computing, and the computer science classroom is an ideal place to apply digital technologies. This paper aims to explore the role of content and language integrated learning (CLIL) in the teaching and learning of computer science in English – focusing especially on using information and communication technology (ICT). For this purpose, a systematic literature review based on the PRISMA protocol was carried out. A total of 31 documents published in the period 2011–2021 on CLIL in computer science and ICT in the CLIL environment were analysed. In this article, first, the advantages of using CLIL in computer science will be discussed, followed by illustrating the benefits and challenges of applying ICT in CLIL lessons. Finally, trends in research on technology enhanced CLIL will be presented, outlining existing findings as well as identifying research gaps in the field. The most important shortcomings and difficulties outlined in the related literature are the limited research on both CLIL and ICT supported CLIL in the subject of computer science, the inconsistent terminology for using ICT in CLIL, and the need in CLIL teacher training courses for the effective use of digital technologies. Therefore, the findings of this paper identify a variety of future research agendas in order to increase the effective, ICT-supported CLIL in the subject of computer science.

Downloads

Download data is not yet available.

Author Biographies

Gulmira Kussaiynkyzy, Eötvös Loránd Tudományegyetem

Eötvös Loránd University

Dr. Ida Dringó-Horváth, Károli Gáspár Református Egyetem

Head of ICT Research Center, University Associate Professor, Head of Educational Technology Training Centre. Faculty of Humanities and Social Sciences, Károli Gáspár University of the Reformed Church in Hungary

References

Abaunza, G. A., Martínez-Abad, F., Rodríguez-Conde, M. J., Avalos-Obregón, M. D., & Ureña-Lara, D. (2020). The effect of CLIL methodology and web applications in the foreign language class: a comparative case in Colombian schools. Revista Espacios, 41(20), 97–114. http://www.revistaespacios.com/a20v41n20/20412009.html

Abbate, E. (2019). DDL and CLIL integration. EL.LE, 8(2), 287–304. https://doi.org/10.30687/ELLE/2280-6792/2019/02/002

Abesadze, S., & Nozadze, D. (2020). Make 21st century education: The importance of teaching programming in schools. International Journal of Learning and Teaching, 158–163. https://doi.org/10.18178/ijlt.6.3.158-163

Adipat, S. (2021). Developing technological pedagogical content knowledge (TPACK) through technology-enhanced content and language-integrated learning (T-CLIL) instruction. Education and Information Technologies, 26(5), 6461–6477. https://doi.org/10.1007/s10639-021-10648-3

Albero-Posac, S. (2019). Using digital resources for content and language integrated learning: Proposal for the ICT-enrichment of a course on biology and geology. Research in Education and Learning Innovation Archives, 22, 11–28. https://doi.org/10.7203/realia.22.14112

Alginahi, Y. M., Ahmed, M., Tayad, O., Siddiqi, A. A., Sharif, L., Alharby, A., & Nour, R. (2009). ICT students, stress and coping strategies: English perspective a case study of Midsize Middle Eastern University. TRIM, 5(2), 111–127.

Ángel, S. A. (2015). Real and virtual bioreactor laboratory sessions by STSE–CLIL WebQuest. Education for Chemical Engineers, 13, 1–8. https://doi.org/10.1016/j.ece.2015.06.004

Batrova, N. I., Salekhova, L. L., ÇAvusoglu, G., & Lukoyanova, M. A. (2017). Designing of content of the bilingual elective course “Information and communication technologies (Ict).” Modern Journal of Language Teaching Methods (MJLTM), 7(9.1), 127–130. https://kpfu.ru/staff_files/F1007200844/r_379_170917113215.pdf

Cinganotto, L. (2017). Learning technologies for CLIL in the Italian schools. Conference Proceedings Edited by Pixel 10th Conference Edition. International conference ICT for Language Learning, Florence, Italy.

Cinganotto, L., & Cuccurullo, D. (2015). The role of videos in the teaching

and learning of content in a foreign language. Journal of E-Learning and

Knowledge Society, 11(2), 49–62. https://doi.org/10.20368/1971-8829/1024

Cinganotto, L., & Cuccurullo, D. (2016). Open educational resources, ICT and virtual communities for content and language integrated learning. Teaching English with Technology, 16(4), 3–11.

De Waard, I., & Demeulenaere, K. (2017). The MOOC-CLIL project: Using MOOCs to increase language, and social and online learning skills for 5th grade K-12 students. In Q. Kan & S. Bax (Eds), Beyond the language classroom: Researching MOOCs and other innovations (pp. 29–42). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.mooc2016.669

Diethelm, I. (2013). Preface. In I. Diethelm, M. Dünnebier, & J. Syrbe (Eds.), Informatics in schools: Local proceedings of the 6th International Conference ISSEP 2013 – Selected Papers (pp. 5–6), Universitätsverlag Potsdam.

Fernández-Fontecha, A. (2014). CALL Syllabus integration through ICT-mediated tasks. Didáctica. Lengua y Literatura, 26(0), 147–168. https://doi.org/10.5209/rev_dida.2014.v26.46835

Garcia-Esteban, S., Villarreal, I., & Bueno-Alastuey, M. C. (2019). The effect of telecollaboration in the development of the Learning to Learn competence in CLIL teacher training. Interactive Learning Environments, 29(6), 973–986. https://doi.org/10.1080/10494820.2019.1614960

Glendinning, E., & McEwan, J. (2002). Oxford English for information technology (3rd Ed., Vol. 1). Oxford University Press.

Glendinning, E., & McEwan, J. (2003). Basic English for computing (2nd Ed., Vol. 1). Oxford University Press.

Griffith, M. (2017). Tapping into the intellectual capital at the university. Universal Journal of Educational Research, 5(12A), 134–143. https://doi.org/10.13189/ujer.2017.051320

Hernandez-Nanclares, N., & Jimenez-Munoz, A. (2016). ICT in EMI programmes at tertiary level in Spain: A holistic model. New perspectives on teaching and working with languages in the digital era, 259–268. https://doi.org/10.14705/rpnet.2016.tislid2014.439

Hrytsiuk, O. S. (2020). Teaching computer science with CLIL methodology. Engineering and Educational Technologies, 8(4), 64–73. https://doi.org/10.30929/2307-9770.2020.08.04.06

Krajka, J., Mozejko, Z. P., & Gadomska, A. (2016). CLIL instruction in online interactive multimedia: A case study of Polish middle school learners of English. International Journal of Continuing Engineering Education and Life Long Learning, 26(2), 168–182. https://doi.org/10.1504/IJCEELL.2016.076013

Leto, E. (2017). eCLIL Approach. In Pixel, Conference Proceedings. ICT for Language Learning. 10th Edition (pp. 1–5). Libreriauniversitaria.it.

Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gotzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. Journal of Clinical Epidemiology, 62(10), e1–e34. https://doi.org/10.1016/j.jclinepi.2009.06.006

López-Pérez, M. & Malagón, C. (2017). Creating materials with ICT for CLIL lessons: A didactic proposal. Procedia – Social and Behavioral Sciences, 237, 633–637. https://doi.org/10.1016/j.sbspro.2017.02.029

Marenco-Domínguez, J. M. (2017). Peer-tutoring to foster spoken fluency in computer-mediated tasks. Latin American Journal of Content and Language Integrated Learning, 10(2), 271-296. https://doi.org/10.5294/laclil.2017.10.2.5

Marsh, D. (2012). Content and Language Integrated Learning (CLIL). A development trajectory. Universidad de Córdoba, Servicio de Publicaciones.

Merino Villar, J. A. (2011). Collaborative writing in the CLIL classroom: Learning through Wikis. PublicacionesDidacticas, 3(11), 75–78.

Navarro-Pablo, M., López-Gándara, Y., & García-Jiménez, E. (2019). The use of digital resources and materials in and outside the bilingual classroom. Comunicar, 27(59), 83–93. https://doi.org/10.3916/C59-2019-08

Nouri, J., Zhang, L., Mannila, L., & Norén, E. (2019). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 11(1), 1–17. https://doi.org/10.1080/20004508.2019.1627844

Nunan, D. (2010). Technology supports for second language learning. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (pp. 204–210). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00730-2

Ó Dónaill, C., & Gimeno-Sanz, A. (2013). Tools for CLIL teachers. The EuroCALL Review, 21(2), 56–63. https://doi.org/10.4995/eurocall.2013.9791

O’Dowd, R. (2018). Innovations and challenges in using online communication technologies in CLIL. Theory into Practice, 57(3), 232–240. https://doi.org/10.1080/00405841.2018.1484039

Pahlevan-Sharif, S., Mura, P., & Wijesinghe, S. N. (2019). A systematic review of systematic reviews in tourism. Journal of Hospitality and Tourism Management, 39, 158–165. https://doi.org/10.1016/j.jhtm.2019.04.001

Paliwoda-Pekosz, G., & Stal, J. (2015). ICT in supporting content and language integrated learning: Experience from Poland. Information Technology for Development, 21(3), 403–425. https://doi.org/10.1080/02681102.2014.1003521

Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315–341. https://doi.org/10.1080/13670050.2011.630064

Puspitasari, E. (2020). Mind mapping in CLIL: How it facilitates students’ reading comprehension. Journal of English Education and Teaching, 4(2), 154–169. https://doi.org/10.33369/jeet.4.2.154-169

Schietroma, E. (2019). Innovative STEM lessons, CLIL and ICT in multicultural classes. Journal of E-Learning and Knowledge Society, 15(1), 183–193. https://doi.org/10.20368/1971-8829/1587

Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1), 1–15. https://doi.org/10.1186/s40594-019-0192-1

Tikhonenko, S., & Pereira, C. (2018). Informatics education in Europe: Institutions, degrees, students, positions, salaries. Key Data 2012-2017. Informatics Europe. https://www.informatics-europe.org/images/documents/informatics-education-europe-data-2008-2012.pdf

Veselá, K. (2012). Teaching ESP in new environments (CA-CLIL). ASPA.

Vukadin, D. M., & Markovic, S. N. (2019). Developing 21st Century skills through theme-based instruction and by applying multiple intelligence theory: Teacher competencies. УЗДАНИЦА, 16(2), 235–251. https://doi.org/10.13140/RG.2.2.27998.66883

Weise, M. (2013). A model for teaching informatics to German secondary school students in English-language bilingual education. In I. Diethelm, M. Dünnebier, & J. Syrbe (Eds.), Informatics in schools: Local proceedings of the 6th International Conference ISSEP 2013 – Selected Papers (pp. 127–137), Universitätsverlag Potsdam.

Wojtowicz, L., Stansfield, M., Connolly, T. & Hainey, T. (2011). The impact of ICT and games-based learning on content and language integrated learning. In Pixel (associazione), Conference Proceedings. International Conference ICT for Language Learning. 4th Conference Edition (Florence, 20–21 October 2011) (pp. 1-7). Simonelli.

Wolff, D. (2007). CLIL: Bridging the gap between school and working life.

In D. Marsh & D. Wolff (Eds.), Diverse contexts - converging goals. CLIL in Europe (pp. 15–25). Peter Lang.

Zaripova, R., Salekhova, L., Grigoriev, S., & Grigorieva, K. (2019). Increasing academic motivation through Integrated Language and Content Learning (CLIL) and information and communication technologies mediated by the constructivist approach. Dilemas Contemporáneos: Educación, Política y Valores, 6(Special), 1–12. https://doi.org/10.4314/jfas.v10i4s.268

Zhao, K., Zhou, J. & Zou, B. (2021). Developing subject knowledge co-construction and specific language use in a technology-enhanced CLIL programme: Effectiveness and productive patterns, International Journal of Bilingual Education and Bilingualism, 1–14. https://doi.org/10.1080/13670050.2021.1890688

Zhyrun, I. (2016). Culture through comparison: Creating audio-visual listening materials for a CLIL course. Latin American Journal of Content and Language Integrated Learning, 9(2), 345–373. https://doi.org/10.5294/laclil.2016.9.2.5