TEACHING ENGLISH TO BIOLOGY STUDENTS THROUGH CLIL TO IMPROVE SCIENTIFIC WRITING SKILLS

Abstract

This study investigates the impact of Content and Language Integrated Learning (CLIL) on the development of scientific writing skills in biology students. The research examines how integrating English language instruction with biology content enhances students’ academic writing, vocabulary acquisition, and communication competencies. A mixed-method approach was employed, including pre- and post-tests, classroom observations, and semi-structured interviews. Findings indicate that CLIL significantly improves students’ ability to write coherent lab reports, summaries, and research assignments. Pedagogical implications suggest that integrating CLIL in higher education can strengthen both language proficiency and subject knowledge, preparing future biology teachers for bilingual educational environments.