CLIL and STEM in teaching

1.3. CLIL and STEM

Integrated curriculum is realised by individuals rather than the school philosophy. Integration is not an easy step, it needs careful planning, discussions about the ways how to integrate each teacher’s curriculum what is sometimes connected with changes in timetable.

Content and language integrated learning has been in European schools for 30 years. CLIL refers to “dual-focused methodological approach that embraces both language and non-language content, focusing mainly on ‘meaning’” (Marsh 2002, p.65).

Recently, an interdisciplinary approach integrating science, technology, engineering and mathematics (STEM) is being intensively discussed. It is not only the reaction to “employer demand for STEM qualifications and skills” and job market change (What is STEM?) but it also aims to “improve how students comprehend and apply science” and make connections between the classroom and the world around them” (Roberts et al., 2018).

STEM is a subject of both, formal and informal education. The study focused on students’ perceptions of STEM learning (STEM Education). The authors claim that “informal STEM learning experiences have the potential to support students’ learning and engagement in a formal STEM learning environment” (p. 2). Their research showed that the use of project/problem-based learning allowed students to connect to real-world issues.

In the westerm countries the experimental studies have been recently conducted on integrated STEM and arts (STEAM).