Effectiveness Of Content And Language Integrated Learning (CLIL) Pedagogy On Selected Learning Outcomes Of Primary Grade Students

Abstract

This study examines the effectiveness of Content and Language Integrated Learning (CLIL) pedagogy on the learning outcomes of primary grade students in Mohali (SAS Nagar), Punjab. Data were collected from 370 students across two schools (one government and one private). The experimental group received CLIL instruction, while the control group followed traditional methods. The results indicate a significant improvement in the experimental group's reading and writing skills post-intervention, suggesting the potential benefits of CLIL pedagogy in primary education.