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1. Concept

   • CLIL refers to the conditions in which the subjects, or parts of them, are instructed through a foreign language with a dual focus, specifically content learning and the simultaneous learning of a foreign language. Through CLIL class activities the content of the subject is learned and at the same time learns a foreign language.

2. Foreign language attitudes and CLIL.

   • Attitudes can be defined and consequently studied in different ways.
     • For example, a general definition by Eagly and Chaiken suggests that an attitude is "a psychological tendency, expressed by evaluating a particular entity with some degree of favor or dislike."
     • For example, according to Kalaja and Hyrkstedt, attitudes can be contradictory as they can vary from one situation to another or even within a situation.
     • This exploration takes an intermediate position in the debate by accepting that all attitudes are constructed and to some extent are delicate for the unique circumstance; in any case, certain attitudes may be more powerful while others may be more robust.
     • Likewise, we think that attitudes are intellectual and full of feeling by nature and can be shown, although not really, in one's behavior.
   • For example, Merisuo-Storm found that primary-age CLIL students had a significantly more positive attitude toward learning a foreign language than their peers in monolingual classes.
   • In the Seikkula-Leino research, CLIL fifth and sixth grade students were somewhat more motivated to learn foreign languages than their non-CLIL peers.
     • Interestingly, however, the CLIL students' self-concept of foreign language learning was weaker than that of their non-CLIL peers.
     • Eikkula-Leino argues that this could be related to the challenges of learning in general, as students are exposed to a large amount of language that is beyond their understanding, which can be difficult to cope with.

3. Intercultural attitudes and CLIL.

   • Teachers have been primarily concerned with theoretical conceptualizations of the connection between CLIL and intercultural communication and have proposed CLIL as a facilitator for expanding intercultural mindfulness.
     • According to the authors, CLIL programs within the European context help develop students' intercultural understanding and introduce them to a broader cultural context.
       • In one of the few empirical studies on CLIL and intercultural development, conducted through qualitative interviews in Spain, Méndez García found that both teachers and students perceived CLIL as positively influencing their attitudes towards otherness and languages, as well as promoting cultural awareness
         • For example, the case study by González Rodríguez and Borham Puyal examined the potential of using a variety of authentic literary texts on gender roles in CLIL to encourage higher education students' reflections on their own practices, attitudes, and gender roles in their education. own country and in others.

4. The context of the study.

   • An official requirement for CLIL in Finland has always been that the general learning objectives of the national curriculum be met regardless of the language of instruction. The dominant CLIL language in Finland has undeniably been English (eg Lehti et al., 2006).

5. CLIL at the destination school.

   • The CLIL program at the destination school was launched in 1991 and the study participants started their school in 1992. The reason behind the implementation of CLIL was primarily the growing need for a basic command of English in an international and global world.
   • CLIL lesson content derived from the national curriculum. The CLIL program continued into the lower secondary school (grades 7-9, 13-15 years), although the amount of CLIL decreased dramatically and was carried out sporadically.

6. The avant-garde Good teacher in Natural and Social Sciences

   • According to Freire (1996) a good teacher is the mediator of learning. In this way, the teacher will help students to build autonomy of thought, expanding the possibility of social participation and mental development (Freire, 1996; Stefanou et al., 2008).
     • According to Park and Choi (2014), traditional classes convey an image of educational philosophy about teaching and learning, which includes a standard lecture hall, with uncomfortable seating with all the students in front of the lecterns, while "injecting content into the classroom..