ASSESSING CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) EFFECTIVENESS IN TESOL CONTEXTS

Abstract

This study evaluates the effectiveness of Content and Language Integrated Learning (CLIL) in TESOL contexts, focusing on ESL students in urban high schools. Using a mixed-methods approach, data was collected through pre-tests, post-tests, questionnaires, and semi-structured teacher interviews to assess language proficiency, content knowledge, student engagement, and teaching challenges. Quantitative analysis revealed significant improvements in both language skills and content understanding, while qualitative insights highlighted increased student participation and motivation. However, challenges such as resource shortages and rigid curricula were identified, alongside the necessity for ongoing professional development for teachers. The findings underscore CLIL’s potential to enhance educational outcomes in language acquisition and content mastery.