Content and Language Integrated Learning at Advanced Level in the Humanities Departments: A Case Study of Three High Schools in Shurugwi District, Midlands Province in Zimbabwe

Erick Nyoni & Munashe Makara
Midlands State Universit\y
Email: nyonie@staff.msu.ac.zw

Abstract: Integrating content and language in learning different subjects helps English as a Second Language Learners (ESL) develop Cognitive Academic Language Proficiency (CALP) that empowers learners to cognitively engage in listening, speaking, reading and writing. Integrating content and language also develops the necessary literacies for learners to do well in school. Using a multiple case design in a study underpinned by the Four Resources literacy model and Content and Language Integrated Learning (CLIL) approach, the study sought to understand; teacher conceptualisation of CLIL in helping learners develop CALP, its application in teaching humanities subjects at the Advanced Level and how the use of the approach can be optimised. Nine Advanced Level Teachers and three Heads of Departments (HODs) from the Humanities Departments of three purposefully selected schools participated in the study. Interview guides were used for both teachers and heads of departments to gather data. The study established that there is a very low conceptualisation of CLIL and its use in developing CALP is constrained. To optimise the use of CLIL, the study recommends the inclusion of the CLIL Approach in the teacher training curriculum and re-training of teachers who are already in service. The study also recommends the capacitation of HODs for them to play a supervisory role in the implementation of CLIL to develop CALP in teaching Humanities subjects at the Advanced Level.