Impact of genre-based pedagogy on students' academic literacy development in Content and Language Integrated Learning (CLIL)

One Integrated Humanities teacher implemented genre-based pedagogy with her Grade 8 students in an English-medium school in Hong Kong. Comparing the essays before and after the intervention, the students produced better argumentative essays in terms of logical development of ideas and use of academic language, which could be attributed to how the teacher incorporated language scaffolding in the lessons. These findings demonstrate the potential of genre-based pedagogy and illuminate effective CLIL pedagogy.