Character-Integrated English Language Learning through CLIL for Young EFL Learners
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| Title: | Character-Integrated English Language Learning through CLIL for Young EFL Learners |
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| Language: | English |
| Authors: | Hyun-Jung Kim, Keun Huh |
| Source: | English Teaching. 2025 80(1):167-194. |
| Availability: | Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Content and Language Integrated Learning, English (Second Language), Second Language Learning, Values Education, Foreign Countries, Korean, Student Attitudes, Student Characteristics, Program Design, Elementary School Students, Cultural Context |
| Geographic Terms: | South Korea |
| ISSN: | 1017-7108 2671-9312 |
| Abstract: | This study aims to demonstrate the integration of character education with content and language integrated learning (CLIL) and evaluate its effects on the English language learning and character development of young learners who use EFL. Eight participants received character-integrated CLIL instruction over 16 class sessions. Employing a mixed-method approach, this study collected qualitative data primarily through observations, interviews, portfolios, self-assessments, and peer-assessments, complemented by quantitative data from English tests and questionnaires. Findings revealed that character-integrated CLIL significantly enhanced learners' oral language skills, confidence, and engagement in learning English. Additionally, it facilitated simultaneous development of language proficiency and subject knowledge, while promoting acquisition of positive character traits. The learner-centered environment supported by teacher scaffolding and authentic materials allowed learners to apply their knowledge to real-life situations. These results provide educators with a model for effectively integrating character education into language learning. They also highlight the broader potential of CLIL to foster holistic learner development. [Note: The publication year (2024) shown in the citation on the PDF is incorrect. The correct publication year is 2025.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466862 |
| Database: | ERIC |
| Abstract: | This study aims to demonstrate the integration of character education with content and language integrated learning (CLIL) and evaluate its effects on the English language learning and character development of young learners who use EFL. Eight participants received character-integrated CLIL instruction over 16 class sessions. Employing a mixed-method approach, this study collected qualitative data primarily through observations, interviews, portfolios, self-assessments, and peer-assessments, complemented by quantitative data from English tests and questionnaires. Findings revealed that character-integrated CLIL significantly enhanced learners' oral language skills, confidence, and engagement in learning English. Additionally, it facilitated simultaneous development of language proficiency and subject knowledge, while promoting acquisition of positive character traits. The learner-centered environment supported by teacher scaffolding and authentic materials allowed learners to apply their knowledge to real-life situations. These results provide educators with a model for effectively integrating character education into language learning. They also highlight the broader potential of CLIL to foster holistic learner development. [Note: The publication year (2024) shown in the citation on the PDF is incorrect. The correct publication year is 2025.] |
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| ISSN: | 1017-7108 2671-9312 |