Enhancing Teachers’ Content and Language-Integrated Learning and Young Learners’ Instruction Through an Inquiry Complexity Reading Strategy Based on the Common European Framework of Reference
DOI:
https://doi.org/10.17507/tpls.1605.19Keywords:
ICRS, CEFR, CLIL, YL, literacyAbstract
This study examined the effect of an Inquiry Complexity Reading Strategy (ICRS)-based Common European Framework of Reference (CEFR) on English teachers’ content and language-integrated learning (CLIL) and young learners’ (YLs) pedagogical literacy. It also explored teachers’ perceptions of integrating CEFR into English language teaching. The participants were 72 junior high school teachers from 43 schools equipped with computer facilities, and 35 students from the selected schools, chosen using purposive sampling. A mixed-methods approach involving tests, questionnaires, interviews, and classroom observations was employed to answer the research questions. The data validity and reliability were determined using statistical analysis and the triangulation method. Additionally, statistical and thematic analyses were conducted to find out the effect of the ICRS-based CEFR on the teachers’ literacy and their perceptions. The findings show that the ICRS-based CEFR significantly enhanced the teachers’ CLIL and YLs’ pedagogical literacy and that the teachers mostly expressed positive attitudes towards CEFR use in the curriculum. The study also verified schools’ readiness, supported by adequate infrastructure, motivated students, and competent teachers. In conclusion, integrating CEFR into the school curriculum through inquiry-based strategies could meaningfully enhance teachers’ performance. However, schools should provide sustained institutional support and teacher training for implementing CEFR, particularly in hybrid learning contexts. Further research can explore the impact of teachers’ literacy on student learning outcomes and curriculum development.
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