Differentiation in Content and Language Integrated Learning (CLIL) at Secondary Level Education in Pakistan: Perceptions, Practices and Challenges
The present paper aims at investigating perceptions, practices and challenges concerning the implementation of
content and language integrated learning (CLIL) at secondary level education in Punjab, Pakistan. The study further explores
the modes and extent of differentiation in content and language based instruction in language classroom. The population of the
study comprised of male and female students (studying in class 9th and 10th) from 4 government schools from Bahawalpur (a
region in southern Punjab). The English text books of 9th and 10th classes served as the sample for the present research.
Questionnaires, observation and evaluation check list functioned to collect data for the problem under investigation.
SPSS-Version 20 was used to carry out statistical analysis of the collected data. The findings revealed that students get
motivated and interested through CLIL practices. However, the lecture time is not equally distributed to language and content
based instruction. The teachers’ practices revealed a very low concern for content based instruction while language accuracy
on the format of Grammar Translation method of teaching was seen as the most focused end. Furthermore, the content of text
books was found to emphasizing content and language integrated learning.
Index Terms - Content and language integrated learning, content based instruction, differentiation, language based