The A Method Against “Linguistic Imperialism”: CLIL

English Language Teaching (ELT) contains many social, economic, educational or political factors. This article will focus on the political effects of ELT. In this context, the concept of “linguistic imperialism” of R. Phillipson will be detected. It preaches that ELT can be a danger for local cultures. It can assimilate the learners in favor of English culture. In order to minimise this danger a solution is developed in this article. Thus, the Content-based Language Learning (CLIL) Method was applied to a 30-person experiment group. CLIL aims to teach content and language at the same time. The content of this study was chosen as Turkish Art History because the researches show that young people do not have knowledge about Turkish Art History and consequently their own local artistic culture. While Action Research Method was used, pre-tests and post-tests were evaluated using Arithmetic Mean Method. Open-ended questions, conversation, observation book and interview methods were included, too. As a result, in the experiment group, an increase in Turkish Art History knowledge was detected. Both groups learned English at a similar rate, but the control group did not have any knowledge about Turkish Art History. Thus, it can be said that CLIL can reduce the assimilative elements that English may reveal as a hegemonic language. Key words: Science education, Student engagement, Scale adaptation, Secondary school students

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