THE EFFECTIVENESS OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) FOR TEENAGE LEARNER

Abstract

The present study sought to examine the effectiveness of the Content and Language Integrated Learning (CLIL) approach in developing cultural awareness among English as a Foreign Language (EFL) student teachers. In recent years, cultural competence has become an essential component of foreign language education, as language learning extends beyond the acquisition of grammatical knowledge and communicative skills to include an understanding of the cultural values, beliefs, traditions, and practices associated with the target language. Within this context, the CLIL approach has attracted considerable attention because it integrates language learning with meaningful content, enabling learners to develop both linguistic proficiency and intercultural competence simultaneously. To achieve the objectives of the research, the study adopted an experimental one-group pretest-posttest design. This design was selected to measure the extent to which the implementation of the CLIL approach influenced participants' levels of cultural awareness over a specified instructional period. The participants consisted of thirty-eight third-year students enrolled in the English Language Section at the Faculty of Education, Benha University. These students were preparing to become future English language teachers; therefore, developing their intercultural awareness was considered particularly important for their professional and academic growth.