Abstract:
This study investigates the effect of integrating language and subject content in EFL practice.The problem of the study is to examine the current state of EFL practice which requires innovations inside the classroom thus, to implement appropriate input and influential interaction in order to fill the gap in the learners appropriateness which is regarded as a prior demand to be addressed both through language and subject content. The study followed the descriptive analytical methodology through adopting the questionnaire, classroom observation and test analysis as means for data collection. The main findings of the study are:Content and Language Integrated Learning enables learners makea considerable developmentin the overall language skills. Alsothe use of L1 during the lessons was diminishing especially in the case of geography and biology which was mainly due to the fact that the learners were gaining more content and language knowledge which made them feel more confident in the foreign language. The study recommended with:Improving learners output by giving themsufficient time to plan and enough tangible stimuli; The learners’ motivation can be enhanced further by getting them more involved in the process of the lesson, e.g. providing them with some project work. The most important issue that seems to warrant further investigation is to discover whetherthere are any differences between the learners who study subjects in Arabic and the CLIL learners. If there are any, it would be interesting to study these differences paying special attention to subject content aspects. Teacher's and Learner's perception is also suggested as a rich area of inquiry so as to examine teachers and learner's attitudes towards the implementation of Content and Language Integrated Learning in EFL classes.
