Dil öğretiminde gizli bir gündem olarak sanat

The purpose of this study is to investigate the effect of a content-based teaching model in English language teaching through integrating art as a hidden agenda in language teaching context on learners' development of language skills, art history knowledge, and art appreciation. To observe the relationship between art and the development of language skills, quasi-experimental research was implemented among 76 Turkish EFL secondary school students during 20 lesson hours lasting 10 weeks. A hidden agenda that embodies art was prepared for the experimental group learners while the traditional curriculum was applied to the control group students. Before conducting the research, a pre-test was administered to both groups. After a certain period of implementation of the content that comprises art, especially a few masterpiece paintings from the classical period to modern art, and the history of art, a post-test was administered to observe if this alteration produced an improvement in the learners' language skills. Besides, their motivation both learning language and art was explored through pre- and post-questionnaires. As a result of the research; it was determined that there was no statistical difference in the English achievement status of the students in the experimental and control groups before the treatment. After the treatment, the English success status of both groups showed a positive development, but the achievement levels of the experimental group, which was taught with content-based instruction approach with art content, improved more than the students in the control group. Additionally, it was determined that the students in the experimental and control groups had a similar level of attitude towards art before the implementation, while the attitudes of the students in the experimental group towards art increased to a more positive level after the implementation. As a result, English lessons based on art content contributed positively to students' achievement levels and attitudes towards art. Key Words: CBI, CLIL, improving L2 English language skills, art, history of art, art knowledge, art appreciation.