The Application Of Content And Language Integrated Learning Model To English Reading Teaching In Junior High School

Reading plays a crucial role in English teaching,and reading is both a focus of English learning and an essential indicator of the overall quality of English.Moreover,with the development of society,English teaching is no longer limited to daily life.However,it incorporates knowledge of literature,geography,music,and other subjects,which is reflected not only in textbooks but also in the reading texts of exams.Therefore,English reading teaching is not just a channel for teaching sentence patterns and grammar knowledge but a connection between subject knowledge and language.Content and Language Integrated Learning(CLIL)was a critical educational strategy in the 1990 s in European Union.A second or foreign language is used to learn subject knowledge,and the traditional focus of language learning is shifted to the study of subject knowledge and language,which enhances students’ language expression and improves their language application skills.This fits better with the purpose and needs of our current English teaching and provides a breakthrough to change the current English reading teaching.Compared with conventional reading teaching,CLIL teaching pays more attention to text content,advocates curriculum integration,and focuses on students so that students’ interest in learning English can be improved.This study applied the CLIL model in junior high school English reading teaching and investigated its impact on junior high school English reading teaching to provide some valuable references for the practical use of English reading teaching.This study was based on the CLIL model,and a teaching experiment was conducted on 70 students in Grade 8 from two classes at a junior high school in Anshun.Through instruments such as questionnaires,tests,and interviews,the study centered on the following two questions: First,what is the impact of CLIL used in English reading teaching on junior high school students’ reading interest? Second,what is the impact of CLIL used in English reading teaching on junior high school students’ reading scores? By collecting,organizing,and analyzing the data collected from questionnaires,tests,and interviews,this study found that after applying CLIL to English reading teaching,students in the experimental class were more engaged and active in the classroom than before the teaching experiment,while acquiring more reading strategies,different background knowledge,and vocabulary and sentence expressions related to the topic.In addition,comparative analysis and difference analysis on pre-test and post-test were conducted using SPSS.It was seen that the reading scores of the students in the experimental class improved significantly compared to the pre-test,while there was no significant difference in that of the students in the controlled class.It can be seen that the CLIL model applied in English reading teaching can improve junior high school students’ English reading interest and reading scores,which positively affects junior high school English reading teaching.Finally,the following implications were obtained from the study: teachers should provide students with knowledge about the reading topic before class to remove barriers to their reading and speaking.At the same time,teachers need to improve their interdisciplinary literacy to balance content and language instruction and to guide student to learn better.