THE DEVELOPMENT OF A SCIENCE CONTENT AND LANGUAGE INTEGRATED LEARNING UNIT PLAN FOR CHINESE ADDITIONAL LANGUAGE LEARNERS.

Mandarin Chinese has recently become one of the more popular languages for additional language learners in Australia and elsewhere. Given this rise in interest, increasing efforts have been made to discover optimal teaching methodologies that may deliver the desired educational outcomes in Chinese. One key innovation has been investing additional time on task to learning Chinese as an additional language. CLIL (Content and Language Integrated Leamin g) is ren owned as a moder n teachi ng methodology that aims to provide subject content knowledge through the target Ianguage so that students have sufficient time to acquire the language whilst learning the content across one or more additional learning areas. The purpose of this article is to describe an opportunity to teach a Science unit in an Australian school, using the CLIL model with Chinese as the medium of instruction. It endeavours to explain how a CLIL Chinese unit plan can be developed explicitly from scratch. Every aspect of the unit plan design, from identifying the teaching content, recognising *students prior knowledge, developing teaching sequences and learning activities, to choosing assessment tools will be discussed along with the literature on CLIL. [ABSTRACT FROM AUTHOR]