Integrating Language Learning through CLIL in Tertiary Level Literature Classes in Bangladesh

Abstract

In the tertiary level literature classes in Bangladesh, majority students with Bangla as 1st language considerably struggle to comprehend lessons in English which is either second language (SL) or lingua franca (LF) for them. In this case, adapting Content and Language Integrated Learning (CLIL), which puts equal emphasis on subject teaching and language teaching for enhancing both the skill of communicating and transferring the content knowledge, appear to be more effective than just conducting lecture based content teaching. With existing skill of English, for the contemporary aspiring graduates of BA in English program in Bangladesh, it seems to be rather difficult to cope up with the original body of English literature, and in most cases, turns to be less successful in meeting the objectives and goals of the program. The agenda of this research is to ascertain whether adapting task-oriented use of literary materials integrating content and language teaching in tertiary-level English literature classes in Bangladesh is more effective in developing students’ comprehension level of literary contents as well as enhancing their English language skills simultaneously. The adopted research method is basically qualitative in nature based on qualitative data collected from a trial of CLIL lesson, class observation, questionnaire survey etc.