March 2026 · CLIL
Science is one of the most natural subjects for CLIL. Experiments provide hands-on engagement, scientific vocabulary has Latin/Greek roots that are similar across languages, and the inquiry process naturally generates communication. But teaching science through English requires careful language scaffolding alongside content instruction.
Science vocabulary is often predictable because of Greek/Latin roots. Teach morphological awareness: photo- (light), bio- (life), geo- (earth), thermo- (heat), hydro- (water), -logy (study), -meter (measure), -scope (view). Students who recognize these roots can decode new terms independently.
Create visual glossaries with diagrams, definitions in simple English, and the term in the students' L1. Use the "Frayer Model" for key terms: word → definition → example → non-example → picture. Pre-teach 5-8 essential terms before each lesson and recycle them throughout.
Lab reports follow a predictable structure: Title, Aim/Hypothesis, Materials, Method, Results, Conclusion, Evaluation. Teach each section with language frames: Aim: "The aim of this experiment is to find out..." Method: "First, we... Then, we... After that, we..." Results: "We found that... The data shows..." Conclusion: "Our hypothesis was correct/incorrect because..."
Provide model lab reports as templates. Start with guided writing (fill-in-the-gap reports) and progress to independent writing. Peer review lab reports for both scientific accuracy and language clarity.
Use present simple passive for describing procedures: "The liquid is heated to 100°C." "The mixture is stirred for 5 minutes." Practice oral experiment descriptions: students explain a simple experiment (making a volcano, growing crystals) step-by-step to a partner who follows the instructions.
Scientific inquiry naturally generates discussion: predicting outcomes, debating interpretations, evaluating evidence. Provide discussion frames: "I predict that... because...", "I agree/disagree with [name] because...", "The evidence suggests...", "Another possible explanation is..." These frames support both language and scientific thinking.
Focus on process language rather than content depth. You don't need to be a physicist to teach "how to describe an experiment in English." Use age-appropriate science (primary school level) for lower English levels. Collaborate with science teachers for complex topics.