Investigating Physics Teachers’ and Students’ Attitudes towards the Implementation of Content and Language Integrated Learning (CLIL) The Case of Physics Teachers and Students at Larbi Tébessi University – Tébessa

Abstract

In the last decade, there has been a major interest in content and language integrated learning (CLIL). This approach integrates content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. This study has investigated Physics teachers’ and students’ attitudes at Larbi Tébessi University-Tebessa- towards the adoption of content and language integrated learning in English (CLIL). The study further explores the problems teachers and students at Larbi Tébessi University face with writing dissertations and scientific articles in

English. Accordingly, two assumptions have been formulated; firstly, students and teachers have positive attitudes towards the adoption of content and language integrated learning in teaching Physics modules. Secondly, teachers and students at Larbi Tébessi University face problems in writing dissertations and scientific articles in English. To investigate this, a sample of 24 teachers and 30 students responded to two questionnaires about the integration of English to teach Physics subjects. The obtained results suggest a general positive attitude among the majority of both teachers and students towards the adoption of content and language integrated learning at the Department of Physics. However, a considerable number of participants have shown hesitation about the implementation of English as a language of instruction with regard to the current educational policy and the level of teachers and students in English. In this sense, this study has certain implications related to language education problems encountered by both teachers and students.