Assessing the Effectiveness of Content and Language Integrated Learning in Higher Education
| dc.contributor.author | Khawla LADJEL | |
| dc.date.accessioned | 2026-06-08T10:45:19Z | |
| dc.date.available | 2026-06-08T10:45:19Z | |
| dc.date.issued | 2026 | |
| dc.description | Thesis Submitted to the Department of English in Candidacy for the Doctorate Degree in English for Specific Purposes | |
| dc.description.abstract | Much like technology, English has increasingly been regarded as a vital tool for engaging in the world of science and research. It is now considered a prerequisite for accessing updated research findings, global resources, and groundbreaking discoveries. In response to this growing necessity, the Algerian higher education system has recently adopted policies that promote the integration of English across various academic domains, including the humanities, social sciences, technology, and scientific fields. The objective is to teach subject-specific content through English while maintaining a dual focus on both content mastery and language development. To meet this demand, educators are required to adopt innovative teaching approaches that support the simultaneous development of disciplinary knowledge and English proficiency. One such approach is Content and Language Integrated Learning (CLIL), which refers to teaching subjects such as politics, science, or history through a second or a foreign language with the dual aim of developing both content understanding and language skills. This study aims to assess the effectiveness of CLIL implementation in Algerian higher education, focusing specifically on a case study involving Master’s students in Political Science at the University of M’sila. A mixed-methods approach was employed to collect and analyze the necessary data, providing a comprehensive understanding of how CLIL influences both content acquisition and language proficiency in this context. The data collected from the three research instruments: questionnaires, observations, and tests, confirmed different findings. The results confirmed that both teachers and students encountered challenges related to language proficiency and subjectspecific content integration. The study confirmed also that the exposure to a CLIL syllabus led to a profound understanding of political concepts, theories, and terminology, as well as enhanced linguistic competencies. Finally, the findings indicated that while CLIL fostered a more positive attitude towards learning English, some students and teachers still faced challenges in fully adapting to the approac | |
| dc.identifier.uri | https://dspace.univ-chlef.dz/handle/123456789/2462 | |
| dc.publisher | Aissa HANIFI | |
| dc.title | Assessing the Effectiveness of Content and Language Integrated Learning in Higher Education | |
| dc.type | Thesis |