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題名 透過 CLIL 教學方法執行「水資源」專題式學習： 專注於過程、成果、學生感受
Implementing “The Adventure of a Water Droplet” Project-based Learning as CLIL Teaching in an Elementary School: Focusing on Process, Products and Student Perceptions作者 謝昀晴
Xie, yun-qing貢獻者 招靜琪
Chao, Chin-Chi
謝昀晴
Xie, yun-qing關鍵詞 內容和語言的整合學習方法
專題式學習
偏鄉小學
Content and language integrated learning
project-based learning
rural area elementary school日期 2024 上傳時間 2-五月-2024 10:28:59 (UTC+8) 摘要 因應台灣 2030 雙語教育政策，在過去近五年有許多以內容和語言的整合學習方法為主的專題式學習活動，但是至今較少有專業實務報告研究該教學方法針對偏鄉學校應如何調整以回應學生之學習需求。本文以質性個案研究方法，聚焦於一所位於桃園市的偏鄉小學，進行為期六週的課程教學。資料來源為 2023 年5 月至 6 月份的學習課程紀錄，包含課程規劃、教師教學紀錄、學生學習紀錄、成果作品以及學生訪談等。經由討論學生在課程中的學習表現以及學習成果的展現，探討教師針對偏鄉小學學生之學習狀況進行的適性調整。此報告發現，此語言的整合學習方法為主的專題式學習，施行於研究者任教的偏鄉小學時，面臨偏鄉學生英語普遍低落的學習狀況以及學校教師保守的教學氛圍，不僅教學內容需依照學生的程度進行文本內容闡述的調整、專注學生合作關係中的平衡，也需處理學校教師同儕的關係，在這種情況之下，水資源的專題式活動活動得以順利完成。根據該班級個案討論，本研究建議偏鄉教師欲施行語言的整合學習方法為主的專題式活動時，需於課程的進行中滾動式的調整教學進程以符應學生的學習需求。此外，透過專題式的學習，學生亦可從中收穫合作的學習經驗。
In response to the Bilingual 2030 policy, there have been many project-based activities in the past five years, focusing on content and language integrated learning (CLIL) methods in content and language. Project-based learning (PBL) is recommended for fostering both individual and collaborative learning, with the potential to have a positive influence on students' educational experiences. Nevertheless, there is a lack of sufficient practical reports and research on how to incorporate CLIL approach into PBL for students in remote schools to meet their learning needs. This report employs a qualitative case study method, focusing on a rural elementary school in Taoyuan City, conducting a six-week course. The data was collected from May to June 2023, including course schedules, teaching materials, students’ products, learning processes, teaching log, and student interviews. Through discussing students' performance and achievements in the course, the report explores the adaptive adjustments made by teachers for the learning conditions of elementary-level students. The report found that implementing project-based activities with a focus on CLIL in a traditional elementary school not only requires adjustments to content but also involves addressing the perceptions of school peer teachers. Through the adaptation approaches of CLIL implementation, the results indicated that CLIL is feasible in remote area schools. Two themes that emerged from this report were: (1) students collaboration in PBL and (2) the adaptation carried out in this CLIL project參考文獻 Boss, S., & Krauss, J. (2018). Reinventing project-based learning: Your field guide to real-world projects in the Digital age. International Society for Technology in Education. Caira, T., Surmont, J., & Struys, E. (2023). Which pupils have access to CLIL? investigating the schools’ choice for English-based CLIL programmes in Belgium. Language and Education, 38(1), 65–79. Chu, S. K., Tse, S. K., Loh, E. K., & Chow, K. (2011). Collaborative Inquiry Project-Based Learning: Effects on reading ability and interests. Library & Information Science Research, 33(3), 236–243. Cocco, S. (2006). Student leadership development: the contribution of project-based learning. Unpublished Master’s thesis. Royal Roads University, Victoria, BC Cocco, S. (2006). Student leadership development: the contribution of project-based learning. Unpublished Master’s thesis. Royal Roads University, Victoria, BC Costa, F. (2012). Focus on form in ICLHE lectures in Italy: Evidence from English-medium science lectures by native speakers of Italian.AILA Review, 25,30–47 Coyle, D., Hood, P., & Marsh, D. (2010). CLIL : Content and language integrated learning. Cambridge, UK: Cambridge University Press. Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: from practice to principles? Annual Review of Applied Linguistics, 31, 182-204. Da Silva, A. B., Bispo, A. C. K., Rodriguez, D. G., & Vasquez, F. I. F. (2018). Problem-based learning. Revista De Gestão, 25(2), 160-177. Dewey, J., & Dworkin, M. S. (1959). Dewey on Education: Selections with an introduction and notes by Martin S. Dworkin. Teachers College Press. Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning, 59(1), 230– 248. Fitzgerald, M. S. (2020). Overlapping opportunities for social-emotional and literacy learning in elementary-grade project-based instruction. American Journal of Education, 126(4), 573–601. Gabillon, Z. (2020). Revisiting Clil: Background, pedagogy, and theoretical underpinnings. Contextes et Didactiques, (15). Gardner, R. C. (2010). Motivation and Second Language Acquisition: The socio-educational model. New York: Peter Lang. Ghosheh Wahbeh, D., Najjar, E. A., Sartawi, A. F., Abuzant, M., & Daher, W. (2021). The role of project-based language learning in developing students’ life skills. Sustainability, 13(12), 6518. Goodyear, P., & Dimitriadis, Y. (2013). In medias res: reframing design for learning: Reframing design for learning. Research in Learning Technology, 21. Granados, A. (2023). Student perception of CLIL: The case of andalucía. Elia, (23), 189–215. Hu, H. (2021). Mapping out the future: A proposal of a CLIL research agenda in China. Journal of English Language Teaching and Applied Linguistics, 3(9), 01–12. Huang, Y.-C. (2020). The effects of elementary students’ science learning in CLIL. English Language Teaching, 13(2), 1. Hussein, B. (2021). Addressing collaboration challenges in Project-Based Learning: The student’s perspective. Education Sciences, 11(8), 434. Jin, T., & Lu, X. (2018). A data-driven approach to text adaptation in teaching material preparation: Design, implementation, and teacher professional development. Tesol Quarterly, 52(2), 457-467. Jurado, B. C., & Garcia, C. M. (2018). Students’ attitude and motivation in bilingual education. International Journal of Educational Psychology, 7(3), 317. Kao, Y.-T. (2023). Exploring translanguaging in Taiwanese CLIL classes: An Analysis of Teachers’ perceptions and practices. Language, Culture and Curriculum, 36(1), 100–121. Kim, E. G., Park, S., & Baldwin, M. (2021). Toward successful implementation of introductory integrated content and language classes for EFL science and engineering students. TESOL Quarterly, 55(1), 219-247. Kim, Y., & McDonough, K. (2011). Using pre-task modeling to encourage collaborative learning opportunities. Language Teaching Research, 15(2), 183–199. Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5, 3–18. Lazic, Bojan D., Knezevic, Jelena B., & Maricic, Sanja M. (2021). The influence of project-based learning on student achievement in elementary mathematics education. South African Journal of Education, 41(3) Long, M. H. (2019). Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated? Language Teaching, 53(2), 169–182. Lorenzo, F. (2008). Instructional discourse in bilingual settings. An empirical study of linguistic adjustments in content and language integrated learning. Language Learning Journal, 36(1), 21–33. Luo, W.-H., & Chen, Y.-C. (2022). Constructing a teaching Capability maturity model for content and language integrated learning teachers in Taiwan. Humanities and Social Sciences Communications, 9(1). Mandula, K., Meda, S. R., & Jain, D. K. (2012). Research and implementation of a mobile video streaming application for ubiquitous learning. In 2012 IEEE international conference on technology enhanced education (ICTEE) (pp. 1-6). IEEE. Moursund, D. 2002. Project-Based Learning: Using Information Technology 2nd ed. Oregon: International Society for Technology in Education. Muñoz, C. (2017). Tracing trajectories of young learners: Ten years of school English learning. Annual Review of Applied Linguistics, 37, 168–184. Naz, F., & Murad, H. S. (2017). Innovative teaching has a positive impact on the performance of diverse students. SAGE Open, 7(4), 215824401773402. Notari, M., Baumgartner, A., & Herzog, W. (2013). Social skills as predictors of communication, performance and quality of collaboration in project‐based learning. Journal of Computer Assisted Learning, 30(2), 132–147. Oattes, H., Oostdam, R., de Graaff, R., Fukkink, R., & Wilschut, A. (2018). Content and LanguageIntegrated Learning in Dutch bilingual education. Dutch Journal of Applied Linguistics,7(2),156–176. Oyelekan, O. S., Igbokwe, E.F, & Olorundare A.S. (2017). Science Teachers Utilisation of innovative strategies for teaching senior school science in Ilorin, Nigeria. Malaysian Online Journal of Educational Sciences 5, (2), 49-62. Pérez-Cañado, M. L. (2012). CLIL Research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315–341. Pineda, I., & Tsou, W. (2021). Understanding Clil from an elf perspective: Language in Taiwanese primary bilingual education. Journal of English as a Lingua Franca, 10(2), 209–233. Retno Wiyati, & Feni Marlina. (2021). Teachers’ perception towards the use of visual learning aids in EFL classrooms. JELA (Journal of English Language Teaching, Literature and Applied Linguistics), 3(1), 14–25. Saito, H. (2020). Gearing teaching and assessment towards CLIL: Theorizing assessment for learning in the junior high school soft CLIL classrooms in Japan. Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms, 167–188. Sato, T., & Hemmi, C. (2022). Development of second language productive skills through Clil in a Japanese university: A pre-experimental Longitudinal Study. Language Learning in Higher Education, 12(1), 309–326. Sánchez-García, R., & Pavón-Vázquez, V. (2021). Students’ perceptions on the use of project-based learning in CLIL: Learning outputs and psycho-affective considerations. Latin American Journal of Content & Language Integrated Learning, 14(1), 69–98. Sawyer, R. K. (2022). The Cambridge Handbook of the Learning Sciences. Cambridge University Press. Stenman, S., & Pettersson, F. (2020). Remote teaching for equal and inclusive education in rural areas? an analysis of teachers’ perspectives on remote teaching. The International Journal of Information and Learning Technology, 37(3), 87–98. Stoller, F. L. (2002).“Project Work: A Means to Promote Language and Content.”InMethodology in Language Teaching: An Anthology of Current Practice, edited by J. C. Richards, and W. A. Renandya, 107–119. New York: Cambridge UniversityPress. Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett, & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Information Age Publishing. Tracy, S. J. (2020). Qualitative research methods: Collecting evidence, crafting analysis, Communicating Impact. John Wiley and Sons, Inc. Turner, M. (2013). CLIL in Australia: The importance of context. International Journal of Bilingual Education and Bilingualism, 16(4), 395-410. Vilkanciene, L. (2011). CLlL in tertiary education: Does it have anything to offer? Studies About Languages, 0(18). Yamazaki, M. (2019). Collaborative learning through CLIL in secondary English classrooms in Japan. Content and Language Integrated Learning in Spanish and Japanese Contexts: Policy, Practice and Pedagogy, 153–173. Yufrizal, H. (2021). The impact of Project Based-CLIL on students’ English proficiency. Journal of Education and Learning (EduLearn), 15(1), 11–18. Zi, Y. (2022). An evaluation of the approaches to text modification used by lower secondary CLIL teachers in Finland. Latin American Journal of Content & Language Integrated Learning, 14(2), 235–262. Zhang, W., Lu, M., & Yang, P. (2023). An empirical study about the impact of project‐based learning on reading literacy of primary students in a blended learning environment. Psychology in the Schools. Zhu, Y., Liu, Y., Yang, N., & Newton, J. (2023). Changing teacher educator cognition within a collaborative teacher education programme for CLIL: A case study in China. Language Teaching Research. 描述 碩士
國立政治大學
英語教學碩士在職專班
110951017資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110951017 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin-Chi en_US dc.contributor.author (作者) 謝昀晴 zh_TW dc.contributor.author (作者) Xie, yun-qing en_US dc.creator (作者) 謝昀晴 zh_TW dc.creator (作者) Xie, yun-qing en_US dc.date (日期) 2024 en_US dc.date.accessioned 2-五月-2024 10:28:59 (UTC+8) - dc.date.available 2-五月-2024 10:28:59 (UTC+8) - dc.date.issued (上傳時間) 2-五月-2024 10:28:59 (UTC+8) - dc.identifier (其他 識別碼) G0110951017 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/151086 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英語教學碩士在職專班 zh_TW dc.description (描述) 110951017 zh_TW dc.description.abstract (摘要) 因應台灣 2030 雙語教育政策，在過去近五年有許多以內容和語言的整合學習方法為主的專題式學習活動，但是至今較少有專業實務報告研究該教學方法針對偏鄉學校應如何調整以回應學生之學習需求。本文以質性個案研究方法，聚焦於一所位於桃園市的偏鄉小學，進行為期六週的課程教學。資料來源為 2023 年5 月至 6 月份的學習課程紀錄，包含課程規劃、教師教學紀錄、學生學習紀錄、成果作品以及學生訪談等。經由討論學生在課程中的學習表現以及學習成果的展現，探討教師針對偏鄉小學學生之學習狀況進行的適性調整。此報告發現，此語言的整合學習方法為主的專題式學習，施行於研究者任教的偏鄉小學時，面臨偏鄉學生英語普遍低落的學習狀況以及學校教師保守的教學氛圍，不僅教學內容需依照學生的程度進行文本內容闡述的調整、專注學生合作關係中的平衡，也需處理學校教師同儕的關係，在這種情況之下，水資源的專題式活動活動得以順利完成。根據該班級個案討論，本研究建議偏鄉教師欲施行語言的整合學習方法為主的專題式活動時，需於課程的進行中滾動式的調整教學進程以符應學生的學習需求。此外，透過專題式的學習，學生亦可從中收穫合作的學習經驗。 zh_TW dc.description.abstract (摘要) In response to the Bilingual 2030 policy, there have been many project-based activities in the past five years, focusing on content and language integrated learning (CLIL) methods in content and language. Project-based learning (PBL) is recommended for fostering both individual and collaborative learning, with the potential to have a positive influence on students' educational experiences. Nevertheless, there is a lack of sufficient practical reports and research on how to incorporate CLIL approach into PBL for students in remote schools to meet their learning needs. This report employs a qualitative case study method, focusing on a rural elementary school in Taoyuan City, conducting a six-week course. The data was collected from May to June 2023, including course schedules, teaching materials, students’ products, learning processes, teaching log, and student interviews. Through discussing students' performance and achievements in the course, the report explores the adaptive adjustments made by teachers for the learning conditions of elementary-level students. The report found that implementing project-based activities with a focus on CLIL in a traditional elementary school not only requires adjustments to content but also involves addressing the perceptions of school peer teachers. Through the adaptation approaches of CLIL implementation, the results indicated that CLIL is feasible in remote area schools. Two themes that emerged from this report were: (1) students collaboration in PBL and (2) the adaptation carried out in this CLIL project en_US dc.description.tableofcontents Chapter One Introduction p.1 Chapter Two Literature Review p.3 Chapter Three Methodology p.9 Chapter Four Findings p.19 Chapter Five Discussion p.44 Chapter Six Conclusion p.57 Reference p.60 Appendices p.67 zh_TW dc.format.extent 1209140 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110951017 en_US dc.subject (關鍵詞) 內容和語言的整合學習方法 zh_TW dc.subject (關鍵詞) 專題式學習 zh_TW dc.subject (關鍵詞) 偏鄉小學 zh_TW dc.subject (關鍵詞) Content and language integrated learning en_US dc.subject (關鍵詞) project-based learning en_US dc.subject (關鍵詞) rural area elementary school en_US dc.title (題名) 透過 CLIL 教學方法執行「水資源」專題式學習： 專注於過程、成果、學生感受 zh_TW dc.title (題名) Implementing “The Adventure of a Water Droplet” Project-based Learning as CLIL Teaching in an Elementary School: Focusing on Process, Products and Student Perceptions en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Boss, S., & Krauss, J. (2018). Reinventing project-based learning: Your field guide to real-world projects in the Digital age. International Society for Technology in Education. Caira, T., Surmont, J., & Struys, E. (2023). Which pupils have access to CLIL? investigating the schools’ choice for English-based CLIL programmes in Belgium. Language and Education, 38(1), 65–79. Chu, S. K., Tse, S. K., Loh, E. K., & Chow, K. (2011). Collaborative Inquiry Project-Based Learning: Effects on reading ability and interests. Library & Information Science Research, 33(3), 236–243. Cocco, S. (2006). Student leadership development: the contribution of project-based learning. Unpublished Master’s thesis. Royal Roads University, Victoria, BC Cocco, S. (2006). Student leadership development: the contribution of project-based learning. Unpublished Master’s thesis. Royal Roads University, Victoria, BC Costa, F. (2012). Focus on form in ICLHE lectures in Italy: Evidence from English-medium science lectures by native speakers of Italian.AILA Review, 25,30–47 Coyle, D., Hood, P., & Marsh, D. (2010). CLIL : Content and language integrated learning. Cambridge, UK: Cambridge University Press. Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: from practice to principles? Annual Review of Applied Linguistics, 31, 182-204. Da Silva, A. B., Bispo, A. C. K., Rodriguez, D. G., & Vasquez, F. I. F. (2018). Problem-based learning. Revista De Gestão, 25(2), 160-177. Dewey, J., & Dworkin, M. S. (1959). Dewey on Education: Selections with an introduction and notes by Martin S. Dworkin. Teachers College Press. Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning, 59(1), 230– 248. Fitzgerald, M. S. (2020). Overlapping opportunities for social-emotional and literacy learning in elementary-grade project-based instruction. American Journal of Education, 126(4), 573–601. Gabillon, Z. (2020). Revisiting Clil: Background, pedagogy, and theoretical underpinnings. Contextes et Didactiques, (15). Gardner, R. C. (2010). Motivation and Second Language Acquisition: The socio-educational model. New York: Peter Lang. Ghosheh Wahbeh, D., Najjar, E. A., Sartawi, A. F., Abuzant, M., & Daher, W. (2021). The role of project-based language learning in developing students’ life skills. Sustainability, 13(12), 6518. Goodyear, P., & Dimitriadis, Y. (2013). In medias res: reframing design for learning: Reframing design for learning. Research in Learning Technology, 21. Granados, A. (2023). Student perception of CLIL: The case of andalucía. Elia, (23), 189–215. Hu, H. (2021). Mapping out the future: A proposal of a CLIL research agenda in China. Journal of English Language Teaching and Applied Linguistics, 3(9), 01–12. Huang, Y.-C. (2020). The effects of elementary students’ science learning in CLIL. English Language Teaching, 13(2), 1. Hussein, B. (2021). Addressing collaboration challenges in Project-Based Learning: The student’s perspective. Education Sciences, 11(8), 434. Jin, T., & Lu, X. (2018). A data-driven approach to text adaptation in teaching material preparation: Design, implementation, and teacher professional development. Tesol Quarterly, 52(2), 457-467. Jurado, B. C., & Garcia, C. M. (2018). Students’ attitude and motivation in bilingual education. International Journal of Educational Psychology, 7(3), 317. Kao, Y.-T. (2023). Exploring translanguaging in Taiwanese CLIL classes: An Analysis of Teachers’ perceptions and practices. Language, Culture and Curriculum, 36(1), 100–121. Kim, E. G., Park, S., & Baldwin, M. (2021). Toward successful implementation of introductory integrated content and language classes for EFL science and engineering students. TESOL Quarterly, 55(1), 219-247. Kim, Y., & McDonough, K. (2011). Using pre-task modeling to encourage collaborative learning opportunities. Language Teaching Research, 15(2), 183–199. Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5, 3–18. Lazic, Bojan D., Knezevic, Jelena B., & Maricic, Sanja M. (2021). The influence of project-based learning on student achievement in elementary mathematics education. South African Journal of Education, 41(3) Long, M. H. (2019). Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated? Language Teaching, 53(2), 169–182. Lorenzo, F. (2008). Instructional discourse in bilingual settings. An empirical study of linguistic adjustments in content and language integrated learning. Language Learning Journal, 36(1), 21–33. Luo, W.-H., & Chen, Y.-C. (2022). Constructing a teaching Capability maturity model for content and language integrated learning teachers in Taiwan. Humanities and Social Sciences Communications, 9(1). Mandula, K., Meda, S. R., & Jain, D. K. (2012). Research and implementation of a mobile video streaming application for ubiquitous learning. In 2012 IEEE international conference on technology enhanced education (ICTEE) (pp. 1-6). IEEE. Moursund, D. 2002. Project-Based Learning: Using Information Technology 2nd ed. Oregon: International Society for Technology in Education. Muñoz, C. (2017). Tracing trajectories of young learners: Ten years of school English learning. Annual Review of Applied Linguistics, 37, 168–184. Naz, F., & Murad, H. S. (2017). Innovative teaching has a positive impact on the performance of diverse students. SAGE Open, 7(4), 215824401773402. Notari, M., Baumgartner, A., & Herzog, W. (2013). Social skills as predictors of communication, performance and quality of collaboration in project‐based learning. Journal of Computer Assisted Learning, 30(2), 132–147. Oattes, H., Oostdam, R., de Graaff, R., Fukkink, R., & Wilschut, A. (2018). Content and LanguageIntegrated Learning in Dutch bilingual education. Dutch Journal of Applied Linguistics,7(2),156–176. Oyelekan, O. S., Igbokwe, E.F, & Olorundare A.S. (2017). Science Teachers Utilisation of innovative strategies for teaching senior school science in Ilorin, Nigeria. Malaysian Online Journal of Educational Sciences 5, (2), 49-62. Pérez-Cañado, M. L. (2012). CLIL Research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315–341. Pineda, I., & Tsou, W. (2021). Understanding Clil from an elf perspective: Language in Taiwanese primary bilingual education. Journal of English as a Lingua Franca, 10(2), 209–233. Retno Wiyati, & Feni Marlina. (2021). Teachers’ perception towards the use of visual learning aids in EFL classrooms. JELA (Journal of English Language Teaching, Literature and Applied Linguistics), 3(1), 14–25. Saito, H. (2020). Gearing teaching and assessment towards CLIL: Theorizing assessment for learning in the junior high school soft CLIL classrooms in Japan. Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms, 167–188. Sato, T., & Hemmi, C. (2022). Development of second language productive skills through Clil in a Japanese university: A pre-experimental Longitudinal Study. Language Learning in Higher Education, 12(1), 309–326. Sánchez-García, R., & Pavón-Vázquez, V. (2021). Students’ perceptions on the use of project-based learning in CLIL: Learning outputs and psycho-affective considerations. Latin American Journal of Content & Language Integrated Learning, 14(1), 69–98. Sawyer, R. K. (2022). The Cambridge Handbook of the Learning Sciences. Cambridge University Press. Stenman, S., & Pettersson, F. (2020). Remote teaching for equal and inclusive education in rural areas? an analysis of teachers’ perspectives on remote teaching. The International Journal of Information and Learning Technology, 37(3), 87–98. Stoller, F. L. (2002).“Project Work: A Means to Promote Language and Content.”InMethodology in Language Teaching: An Anthology of Current Practice, edited by J. C. Richards, and W. A. Renandya, 107–119. New York: Cambridge UniversityPress. Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett, & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Information Age Publishing. Tracy, S. J. (2020). Qualitative research methods: Collecting evidence, crafting analysis, Communicating Impact. John Wiley and Sons, Inc. Turner, M. (2013). CLIL in Australia: The importance of context. International Journal of Bilingual Education and Bilingualism, 16(4), 395-410. Vilkanciene, L. (2011). CLlL in tertiary education: Does it have anything to offer? 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