Fundamentals of the neuroscience of learning to support Content-and-Language Integrated-Learning-(CLIL)-based lesson planning in primary education: potentialising learning through a basic understanding of the brain in childhood.

This dissertation is the result of a cross-sectional study conducted to investigate the potential synergies between the principles of Content and Language Integrated Learning (CLIL) and the neuroscience of learning. The study aimed to determine if the application of basic neuroscience principles in CLIL lesson plans within a bilingual primary education program could enhance the effectiveness of educational tools and strategies for improved learning outcomes. Through the proposed exploration, the present researcher attempted to address the question: Can the neuroscience of learning corroborate or refute CLIL (Content and Language Integrated Learning) principles applied in primary school lesson plans? The research objectives were sought through a literature review encompassing historical perspectives of CLIL and the field of neuroscience of learning, lesson observations, and self-evaluation questionnaires with the experimental group. The study also examined the alignment of CLIL with fundamental neuroscience principles, with an emphasis on the work of Stanislas Dehaene (2022). Field research was conducted within a CLIL-based bilingual program implemented in a Brazilian mainstream school, Colégio Santa Úrsula. Teachers from grades 1 to 5 participated in the study, which focused on the planning and delivery of CLIL lessons in this primary education setting. Preliminary findings indicate a convergence between CLIL principles and the neuroscience of learning, as observed during the literature review phase. The theoretical frameworks underlying both fields appear complementary and aligned in many aspects. Elements of the CLIL approach are likely to support the learning process from a neuroscience perspective, and there are significant correlations between reported findings in neuroscience and CLIL pedagogical practices. It has also been observed that the intentional changes proposed for lesson planning and delivery had positive outcomes when teachers were educated to consider bolstering their lessons by resorting to the theoretical scope provided in this study. While the findings of this research fulfil the proposed objectives, they do not establish new parameters for CLIL lesson planning. It is suggested that a longitudinal study following the same methodology could build upon these initial indications and provide more robust data to support educators in similar settings. In conclusion, this study provides initial evidence supporting the integration of basic neuroscience principles into CLIL lesson planning. However, further research is necessary to strengthen these findings and provide educators with more comprehensive guidance for optimising learning outcomes through CLIL instruction.

Name dc:type.qualificationname

ma

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2024

Author dc:creator

• Bianchi, Rafael Henrique

• LB Theori ac arfer addysg

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:3091