Bridging Language Gaps in Science Education

This paper explores the implementation of the Content and Language Integrated Learning (CLIL) approach, specifically within the context of science education in Georgia. The ERASMUS+ project ESTA (Educating Science Teachers for All), launched in 2020, aimed to enhance science teacher proficiency by developing a specialized academic course for primary teacher education. The course focused on language-centered natural science lessons, addressing the unique needs of students for whom Georgian is a Second Language. Through comprehensive training and the use of innovative modules, the project successfully blended science subjects with the Georgian language, facilitating a holistic learning experience. The paper presents practical examples of the CLIL approach, emphasizing its impact on students' language proficiency and the practical application of the strategies developed under the project.