Résumé:
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.
