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This paper presents the outcomes of a Spanish study on aspects of the background, skills and perceptions of three groups of teachers – content teachers, language teachers and language assistants – working to implement CLIL in the monolingual area of Andalusia, Spain. The research was based on a questionnaire completed by 130 informants and highligh...
Content and Language Integrated Learning (CLIL) has had such an exponential and rapid uptake across Europe that the adequacy of its grassroots implementation in certain contexts has sometimes been called into question. Concerns for a rough-and-ready realisation of CLIL due to insufficient teacher training, theoretical grounding, and practical orien...
This article documents the findings of a quantitative study to gauge the impact of CLIL and extramural exposure on foreign language attainment. The relationship between CLIL and input-related variables is examined from a double-fold perspective. First, it is determined if CLIL scenarios favour more extramural exposure to English (in the form of boo...
This article reports on the outcomes of a longitudinal case study to gauge the impact of content and language integrated learning (CLIL) on two of the least researched language skills: oral comprehension and production. It worked with 24 students in the fourth grade of Compulsory Secondary Education in a public school in Andalusia (southern Spain)...
This article documents the findings of a study concerning the perspectives on Content and Language Integrated Learning (CLIL) in the monolingual context of Jaén. The research has involved the design, validation and administration of two sets of questionnaires to 745 informants (692 students and 53 teachers) within eight secondary schools with a vie...
The ADiBE project brings together key figures with ample experience in the field of Content and Language Integrated Learning (CLIL) from six countries (Spain, Austria, Finland, Germany, Italy, and the UK). It aims to fill a much-needed niche affecting catering to diversity within CLIL programs across Europe and to work towards an inclusive, innovative, and reflective society by offering research-based evidence and concrete resources to improve language learning and make bilingual education a more inclusive reality for all. Its objective is three-pronged: to identify difficulties and best practices in catering to diversity in intercultural and content integrated language learning and teaching; to produce and implement project -, task-, and ICT-based activities to make CLIL accessible to all types of achievers; and to design and pilot teacher training modules to empower practitioners to step up to this important challenge. The ultimate aim is to contribute to the integration of all students, regardless of their socioeconomic status, educational background, or achievement level and to making CLIL accessible to all.