Enseigner et apprendre les sciences dans une langue étrangère : quelles stratégies pour travailler quels savoirs?

Abstract

Our study focuses on CLIL (Content and Language Integrated Learning) teaching systems, in which science is taught in English. We study, using examples, the way advances in scientific knowledge are articulated with language knowledge, and we notably observe how French and English are alternatively used during lessons. The first case is based on a cooperative research conducted in higher education, where the aim is to study how first year bachelor students involved in a scientific programme work on the notion of uncertainty in measurements while acting in and with the English language. The second case is based on physics teaching in English in a high school, where students work on the Rutherford experience from a video in English.