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Innovations and Challenges in CLIL Implementation in Europe
Abstract
Content and Language Integrated Learning (CLIL) implementation has become the cornerstone of educational change all around Europe, building on a reconceptualisation of language learning as well as an innovative remodelling of pedagogical perspectives. In a foreign-language-mediated CLIL scenario, different aspects of teaching and learning are affected: curriculum development, task designing, available resources, language and content relationship or translanguaging. This has led teachers enrolled in multilingual educational programmes to reconsider, rediscover, and reinvent their practice. However, although methodological commonalities exist, the full significance of CLIL implementation goes beyond methodology, since it develops out of the synergy brought about by integrating language learning methods and methodologies related to the learning of other subject matter. CLIL is a reconceptualisation, a philosophy of language learning, an approach. This article addresses the analysis of existing research on CLIL implementation, along with its pedagogical implications and its impact on remodelling teaching practice.
... Many scholars (Sidorenko & Rybushkina, 2017;Xabier, 2018;Danilov & Salekhova, 2018;Ovinova & Kolmakova, 2018;Gomez-Parra, 2020;Codo, 2020) think that CLIL is on its way to becoming one of the necessary acquirements at the universities in the world. CLIL is considered to be a driver for internationalization and globalization of education (Sidorenko & Rybushkin, 2017). ...
... In European pedagogics CLIL is considered as a reconceptualization, a philosophy of language learning as well as an innovative remodelling of pedagogical perspectives (Xabier, 2018). According to the author, the full significance of CLIL implementation goes beyond methodology, as it develops out of the synergy brought about by integrating language learning methods and methodologies related to the learning of other subject matter. ...
... The sustained growth of Content and Language Integrated Learning (CLIL) in Europe (San Isidro, 2018), Latin America (Banegas et al., 2025), and Central Asia (Karabassova, 2022b) has increased the training demands on teachers who may come from starkly different backgrounds and needs (e.g., Pérez-Cañado, 2016). In Kazakhstan, for example, CLIL-informed professional development has become a vehicle to enact the country's trilingual policy aimed at promoting proficiency in Kazakh, Russian, and English (Montgomery & De Costa, 2024). ...
As universities in Kazakhstan continue to address the challenges that come with developing English-medium instruction (EMI) programs, university Science, Technology, Engineering, and Mathematics (STEM) teachers need to develop capacities to teach in English, while their English teacher counterparts need to develop content-specific pedagogical knowledge. Content and Language Integrated Learning (CLIL) pedagogies, defined as the integration of both language and content curricular goals, have emerged as a vehicle to facilitate this development for both types of teachers. However, what it means to be a CLIL teacher may vary considerably as teachers leverage their professional knowledge and personal experiences. We, therefore, explore teachers’ conceptions of CLIL and how their disciplinary, linguistic, and pedagogical backgrounds enable or burden them to forge a “CLIL teacher” identity. This qualitative study illustrates the salient points of the journeys taken by two university teachers, one a specialist in oil and gas, the other an English teacher and teacher educator. Drawing on extended one-on-one interviews, we present two teachers’ experiences through a series of CLIL-informed workshops. Using a multidisciplinary analytical framework, we map the ways in which the two teacher participants negotiate their identities in relation to CLIL. The findings highlight the importance of understanding teacher experiences, particularly their language learning backgrounds, attitudes toward supporting student learning, and relationships with their colleagues as they work to adapt to teaching English and STEM subjects in university EMI contexts.
... These findings contribute to the broader research on assessment as learning in general education and specifically in EFL contexts (Xiao & Yang, 2019), providing empirical support for integrating self-regulation and self-assessment strategies in DL courses for EFL learners. By offering students opportunities to reflect on their learning and take ownership of their progress, educators in bilingual education can create a more motivating and effective language learning experience (San Isidro, 2018;Coyle et al., 2023). This insight is significant for shaping instructional methods that foster dynamic communication and support language development in DL educational settings. ...
The study investigates the effects of the Argumentation-Based Inquiry (ABI) approach in dual-language (DL) courses on oral presentation (OP) skills and willingness-to-communicate (WTC) among EFL high school students. Using a mixed-methods research approach with an embedded design model, the study emphasizes the quantitative approach (QUAN) for an instructional experiment and the qualitative (QUAL) approach to explore student and teacher perceptions. A quasi-experimental design randomly assigned students from two schools into three groups: Baseline Group, Experimental Group 1 (ABI), and Experimental Group 2 (ABI with a self-regulated learning approach), involving EFL Grade 11–12 students (n = 84). Data were analyzed using MANCOVA and theme analysis, with interviews of students and teachers. Results indicated that Experimental Group 2 consistently achieved the highest OP scores (content knowledge, organization, videotaped delivery, language control, and fielding questions) and WTC preparedness across three engagement and motivation levels, as compared to Experimental Group 1 and Baseline Group. Interviews supported the feasibility of implementing explicit OP skill instruction in DL courses. Overall, EFL high school students at different proficiency levels demonstrated improvements in both formal oral presentation (OP) skills and willingness to communicate (WTC) in English. The findings suggest that the ABI approach in dual-language (DL) courses can effectively enhance the OP skills and WTC of EFL learners.
... On the teaching front, CLIL is a bid to bring innovation into the classroom, as it entails a modernization of grassroots pedagogy and a diversification of methodologies and pedagogical practices. It is superseding the teacher-fronted paradigm in order to introduce a critical, constructivist, student-centered approach where the learner takes center stage (Barrios Espinosa & Milla Lara, 2020;Pérez Cañado, 2018c;San Isidro, 2018). CLIL thus involves a thorough methodological overhaul and has been considered 'a catalyst or change' (Marsh et al., 2001, p. 51) and an opportunity to 'change our encrusted educational structures' (Wolff, 2002, p. 48). ...
... Instructional approaches such as Content and Language Integrated Learning (CLIL), Content-Based Instruction (CBI), and English Medium Instruction (EMI) have been widely adopted across different regions of the world for their advantages in supporting students' learning of the content and the language of instruction at the same time (Hillman, 2021;Lo, 2014Lo, , 2019Morton, 2016;Wolff, 2012). For example, CLIL has been widely adopted for its dual focus on both content and language teaching for language learners, starting in Europe and increasingly worldwide such as in Asia, Australia, and Northern America (Pérez-Cañado, 2012;San Isidro, 2018;Wolff, 2012). ...
... Despite the fact that one of the main objectives behind CLIL was to promote multilingualism, there has been an evident predominance of English throughout CLIL programmes (San Isidro, 2018). As a result of this, research has largely focused on CEIL rather than CLIL in other TLs. ...
Motivation has long been acknowledged as an undeniably important factor in language learning, and recent research indicates that it may play an even more important role in CLIL than non-CLIL settings (Navarro Pablo & García Jiménez, 2018). However, given the lack of research into CLIL in languages other than English, Dalton-Puffer, Nikula and Smit (2010) have called for a comparison across additional languages, so as to determine the strengths and weaknesses of CLIL language-independently. This comparison is particularly necessary with respect to L2 motivation, given that the spread of English as a global language has led to qualitative differences between learning English compared with other languages (Dörnyei & Ushioda, 2013). The current study thus investigates the language learning motivation of students taking both English and French CLIL classes to determine if there are quantitative differences between the participants’ English and French language learning motivation. Results indicate that the participants exhibited a higher level of language learning motivation towards English than French. The findings highlight the need to better prepare CLIL methodologies when languages such as French are taught alongside English.
... Fewer studies have been conducted on TSE in the context of BE. Some of them have suggested that BE could be a good environment to enhance teachers' self-efficacy due to its challenging nature (Iwaniec & Halbach, 2021;San Isidro, 2018). ...
... Plurilingualism Implementing Content and Language Integrated Learning throughout education institutions across Europe (and internationally) has enabled pupils from a wide range of socio-economic backgrounds access to language learning. With plurilingualism and pluricultural competences as a recognised aim of the European Council, CLIL provides the opportunity for all Europeans to flourish linguistically and culturally through exposure of different languages throughout their educational career (Coste et al., 2009;San Isidro, 2018). ...
Content and Language Integrated Learning (CLIL) approach has become one of the bilingual education pillars worldwide. Its application often relies on quality instruction; therefore, careful preparation of future CLIL educators will guarantee adequate CLIL implementation. Despite the extensive research on the method used since the 1990s, little is known about the competence-based training process of content and language teachers. Through a multi-dimensional perspective of the current research, including qualitative and quantitative methods, the study authors attempt to demonstrate that CLIL competences can be adequately developed. In our project, we taught a postgraduate course on Delivering the curriculum through English to 26 educators and analysed the development of their professional skills. Pilot study results show that competence development is highly correlated with linguistic awareness, in-depth theoretical and applied knowledge of the CLIL approach and mutual support within teaching community. Regardless of the fundamental idea of formative exploration, our study presents some findings deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.
... The same effort has transcended to the field of language education, in which several language curriculum reviews have been initiated. However, several studies (e.g., Barrot, 2019a;San Isidro, 2018;Zhu and Shu, 2017) have reported some challenges in developing and implementing state-of-the-art language curricula. Thus, this paper seeks to address some of those by offering insights into how a language curriculum innovation may be adopted and implemented. ...
The growing interdependence of the world's economies and cultures and the recent technological advancement have compelled educational institutions and agencies to produce learners that can thrive in a knowledge-based and innovation-driven society. Thus, many curricular reforms have been introduced, such as in the field of language education. This article addresses these societal and economic demands by offering insights into how Language Curriculum 5.0 (LC5) may be adopted and implemented. The first section briefly explains the context of language curriculum innovation. The second section discusses the characteristics and components of LC5, while the third section talks about key challenges in implementing curriculum innovation. The paper concludes with suggestions on how an evidence-based language curriculum innovation can be systematically implemented.
... , regarding the language of instruction, despite the fact that the original objective behind adopting a CLIL approach was to promote multilingualism, there has been a remarkable and undeniable predominance of the use of English throughout CLIL programmes and inevitably in CLIL research(San Isidro, 2018).Dalton-Puffer et al. (2010) have consequently called for comparative research across additional LOTEs in order to provide insight into the strengths and weaknesses of CLIL languageindependently. Similarly,Cenoz et al. (2014) have called for a more critical, empirical examination of CLIL in diverse contexts, focusing not just on ESL/EFL but also on other L2s which have been largely neglected. ...
Over the last two decades, Content and Language Integrated Learning (CLIL) has become widely implemented throughout Spain, with the hope of enhancing foreign-language abilities and encouraging multilingualism (Ruiz de Zarobe & Lasagabaster, 2010). However, there has been such enthusiasm for the approach that its implementation has largely outpaced research into its effectiveness (Pérez-Cañado, 2012). In particular, there are four key issues which need to be addressed: the language of instruction, the acquisition of vocabulary, the learners’ motivation, and the influence of gender. Firstly, the vast majority of CLIL programmes throughout Spain are taught through the medium of English, prompting the use of the term CEIL (content-and-English integrated learning) (Dalton-Puffer, 2011). However, several schools also implement programmes through other important target languages (TLs) such as French (Ruiz de Zarobe & Lasagabaster, 2010). These languages other than English, however, have largely been neglected, both in research and practice. Within CLIL research Dalton-Puffer, Nikula and Smit (2010) have consequently called for comparative research across different TLs, so as to provide insight into the strengths and weaknesses of CLIL language-independently. Secondly, CLIL modules have been shown to produce positive effects on students' learning of content-related vocabulary (Heras & Lasagabaster, 2015). Within the field of lexical availability (LA), there have been recent calls to better understand this effect, by focusing on LA prompts which may be relevant to the CLIL subject and by including some measure of proficiency in order to determine its influence (Canga Alonso, 2017). Thirdly, motivation is well understood as an undeniably important factor in learning a foreign language (FL) and has been found to play a more significant role in CLIL than in non-CLIL settings (Navarro & García Jiménez, 2018). However, there may be a fundamental difference between the motivation for learning English compared with other languages, given that English is increasingly regarded as a basic educational skill, crucial to professional development (Dörnyei & Ushioda, 2013). There is thus a clear need to investigate CLIL language learning motivation in English as compared to other TLs, so as to determine whether the benefits hold true for languages other than English. Finally, research into gender and LA in Spain has largely shown a female advantage in younger learners and in early secondary school students. However, more research is needed to understand whether this advantage remains in later school years, and whether CLIL instruction plays a role. Female students have also generally been found to exhibit higher language learning motivation, however, there are suggestions that a CLIL context may provide a blurring effect of gender differences (Lasagabaster, 2008), given the assumption that male students may compensate for lower FL learning motivation with higher motivation towards the CLIL subject (Heras & Lasagabaster, 2015). However, research to date has produced mixed findings on whether this is in fact the case. To address these gaps, this thesis aims to analyse the LA and language learning motivation of secondary school students enrolled simultaneously in English and French CLIL, exploring the influence of the language of instruction, the role of gender, and the effect of CLIL on these different factors. The participants are native Spanish speakers from 9th, 10th and 11th grade who in addition to studying English as a Foreign Language (EFL) and French as a Foreign Language (FFL) also study content subjects through the medium of these languages. The study adopts both a cross-sectional (9th to 10th grade) and longitudinal (10th to 11th grade) approach, with participants completing language level C-tests, LA tasks and language learning motivation questionnaires both in English and French. Results point to clear differences between participants’ LA and language learning motivation in English and French, to the advantage of English. In terms of LA, exposure to content-related vocabulary was found to influence the results from one grade to the next, and language level was found to play a clear role. Regarding motivation, in addition to reporting greater motivation towards English, there was a much stronger relationship between LA and motivation and between language level and motivation in English than in French. There were also indications that attitudes toward CLIL classes may play a vital role. In terms of gender, female students were found to produce a higher number of words than male students, however, there are indications that male students may exhibit greater lexical sophistication in terms of LA. While male and female students were equally motivated towards learning English, clearer differences arose in French. Finally, CLIL instruction was also found to play a very important role in the acquisition of content-related vocabulary. In particular, results revealed that CLIL has the potential to help students improve their LA to the extent that they can effectively bridge the gap between them and students with a higher language level and greater LA in other domains.
... Such complexity involves the complete reversal of the mainstream pedagogical focus on teaching, which is now student-centred (individually), so that the teacher takes on the role of scaffolding the journey and development of each learner, varying the tasks, sources and roles in the workgroups, in relation to each individual. Consequently, the same evaluation, always given numerically, whether summative or along tasks, results to be ineffective as formative and definitely reductive, especially because it is not analytical and does not come sufficiently from the students (Pérez, 2018). ...
... Teacher training in Content Language Integrated Learning (CLIL) continues to represent one of the key educational challenges today (San Isidro, 2018;Custodio and García, 2020). The exponential increase in the number of bilingual and plurilingual schools in Andalusia (Lorenzo, 2019), Spain, has led to a readjustment of university degree curricula (Romero and Zayas, 2015). ...
CLIL (Content Language Integrated Learning) teacher training represents an educational challenge, where language competence and performance play a key role. So, the objective of the present research paper is to uncover the training needs of pre-service CLIL teachers (i.e., bachelor’s degree in Primary Education students, 2020-21) at the University of Cádiz (Spain) concerning their English Foreign Language (EFL) skills. This is a mixed-methods research with a descriptive approach, in which the main research tool is The CEFR ALTE Skill Level Summaries (Council of Europe, 2001). The data analysis is based on a statistical study supported by beliefs of the informants using a quiz-based assessment tool (Socrative). The results reveal that written skills prevail over oral skills in EFL terms; there still exists a low number of qualified pre-service CLIL teachers in EFL; they have not yet achieved the necessary EFL proficiency to teach CLIL subjects; and finally, methodological training is also required and not just language training as far as CLIL teaching is concerned. Final recommendations are suggested.
... Born in Europe in the 1990s, it is considered an umbrella term (Mehisto et al., 2008) covering many education approaches where language and content are integrated (Moore and Lorenzo, 2015). CLIL includes any programme where a foreign language is used as a vehicle to teach and learn non-language content (San Isidro, 2018). Moreover, it has become a powerful tool to respond to Europe's objective to become the world's most competitive knowledge-based economy (Marsh, 2002) by training learners to be competent citizens (Pérez-Cañado, 2015). ...
This work deals with a meta-evaluation of the Content and Language Integrated Learning (CLIL) teaching sequences (N=46) for Primary education provided by the Andalusian Consejería de Educación, Spain, in German and English. The objective is to present an analysis of the sequences concerning the integration of CLIL methodological principles throughout the theory-based reviews by pre-service teachers (n=42) who attended (2020-21) the subject AICLE I: Fundamentos y Propuestas Curriculares para el Aula de Primaria in German or in English of the Bachelor’s Degree in Primary Education at the University of Cádiz. This is a mixed-methods research with an exploratory sequential design, in which the CIPMA questionnaire (Custodio and García Ramos, 2020) was adapted to evaluate the sequences. Also, a focus group was carried out along with a significant representation of informants. The results reveal that, although the average evaluations of the sequences vary according to the foreign language (German: 1.78; English: 3.72), the order of scoring of the questionnaire dimensions is almost identical: Elementos Fundamentales de AICLE or Metodología; Recursos; and Evaluación. Nonetheless, the sequences do not integrate some CLIL methodological principles: resources (teaching materials related to real-life situations; the use of ICT to promote interaction and self-learning; etc.) and assessment (simplification or reduction of the content; summative and formative evaluation strategies; etc.). The difficulty of some activities is noteworthy as well as the inadequate treatment of the target languages, mainly German, regarding primary school students’ linguistic skills.
... Such complexity involves the complete reversal of the mainstream pedagogical focus on teaching, which is now student-centred (individually), so that the teacher takes on the role of scaffolding the journey and development of each learner, varying the tasks, sources and roles in the workgroups, in relation to each individual. Consequently, the same evaluation, always given numerically, whether summative or along tasks, results to be ineffective as formative and definitely reductive, especially because it is not analytical and does not come sufficiently from the students (Pérez, 2018). ...
Les comunicacions que es presenten en aquesta publicació representen una oportunitat per promoure la reflexió entorn del rol i la relació entre les tecnologies digitals i l'educació des de múltiples perspectives complementàries, especialment en el context d'un futur incert. Sens dubte, les demandes socials que aniran emergint plantejaran reptes nous i complexos al professorat i a l'alumnat. L'objectiu d'aquesta publicació és que pugui contribuir a la construcció d'eines per transformar els nous reptes socials en oportunitats per al desenvolupament i la millora de l'educació d'una manera fonamentada, oferint al professorat sempre els recursos necessaris.
... Attention to CLIL methodologies, then, is long overdue at least for two reasons. First, the absence of clear guidelines in its implementation (Dalton-Puffer, 2011), due to the "terminological and pedagogical vagueness of CLIL" (Pérez Cañado, 2016, p. 18), propitiates grossly misinterpretations of a global education approach whose pedagogical dimension has already been insisted upon (Baetens-Beardsmore, 2001;Coonan, 2007;Coyle, 2008;de Bot, 2002;San Isidro, 2018). Second, the fact that, at the beginning of the second decade of the 21st century, "democratising CLIL" (Escobar Urmeneta & Evnitskaya, 2013, p. 113) is not an aspiration but a reality makes the exploration of CLIL classroom methodologies an urgent task. ...
The obligatory provision of CLIL is raising concerns about the discouraging effects it may have. Yet little research so far has explored the impact of collaborative classroom methodologies on learners' motivation towards both content and language in integration. The present study sets out to examine the potential benefits of peer-tutoring in raising motivation towards CLIL in Mathematics for Compulsory Secondary Education. A pretest-posttest with control group design was adopted. Participants were 408 students from grades 7, 8 and 9 in a state-run secondary school based in the Valencian Community (Spain). Two factors were analyzed: intrinsic motivation (i.e. positive attitude and classroom enjoyment) and motivational force (i.e. confidence and anxiety). Eight focus groups provided qualitative data. Findings point to statistical significant increases for the experimental group in both factors but with moderate effect sizes. The peer-tutoring experience proves more positive for the younger participants (7 graders) and for enhancing males' intrinsic motivation and females' motivational force. The qualitative results obtained from the focus groups also suggest that these pedagogical practices may reduce students' anxiety, build their self-confidence and encourage more positive attitudes towards CLIL. Implementing peer-tutoring in CLIL, then, might improve students’ motivation towards Mathematics through English.
... La enseñanza bilingüe representa una de las innovaciones educativas con mejor acogida en el panorama actual (Lai, 2018). En Europa, el enfoque dual Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE) abarca la mayoría de prácticas metodológicas (Pérez Cañado, 2012;San Isidro, 2018) que apuestan por el aprendizaje de contenidos a través de una lengua distinta a la materna de los estudiantes. El proceso de enseñanza-aprendizaje tiene como punto de partida el contenido (Coyle, 2005;Meyer, 2010), mientras que asiste a la adquisición de la lengua vehicular como resultado de su uso con fines comunicativos auténticos (Marsh, 2009) y no solo instrumentales. ...
... In 2020, the European Commission set out the "European Education Area," an initiative with the aim of children being able to speak two languages or more languages by 2025. As part of this initiative, the Commission indicated that more language teachers must promote innovative teaching using tools such as eTwinning (Camillieri, 2016;San Isidro, 2018). Teacher training and language policies have been guided by two additional initiatives: the policy developments and support for research on languages (Goris, Denessen & Verhoeven, 2019) and the development of action programmes such as Erasmus+ and the EU program for Education, Training, Youth and Sport. ...
This paper analyses how the eTwinning platform, an integral part of an Erasmus+ project, could have the potential ability to bridge the language gap experienced by pupils in secondary schools from disadvantaged areas of Southern Europe. We focused our research on three main features of the eTwinning platform: first, the opportunity for learners to benefit from inclusive processes through social interaction and intercultural exchanges; second, the potential of the eTwinning platform to increase motivation and engagement to learn languages in context; and third, the possibility of the eTwinning platform to expand the boundaries of the classroom by enabling frequent and virtual
communication. The paper concludes with the call for the need to continue researching the impact of collaborative digital platforms for pupils striving to bridge the language gap, particularly for pupils
from disadvantaged backgrounds.
http://www.uco.es/ucopress/index.php/es/2018-07-26-11-32-47/materias-3/product/900-ebook-contra-la-brecha-lingu-istica-alfabetizaciones-multiples-creatividad-e-inclusion
... For the past 15 years, bilingual education has gained momentum in the Comunidad de Madrid (Spain), so much so that more than half of the students in this area are studying part of their curriculum through a foreign language, normally English. Responses to this pedagogical innovation have, not surprisingly, been varied, with parts of academia and public opinion welcoming it as an opportunity for all to reach higher levels in the foreign language 'at no additional cost', while others criticise it for being elitist and favouring the children from more advantaged backgrounds who are likely to have an academic advantage and be more motivated to start with (San Isidro 2018). ...
CLIL (Content and Language Integrated Learning) research has thrived
recently. Yet, while more and more is learnt about the impact of CLIL
on motivation, proficiency, and content learning, few investigations
examine how CLIL influences students of different socio-economic
status (SES) and why. The recent large-scale English Impact study
conducted in the Madrid region showed that CLIL has a potential to
limit the influence of SES on students’ language learning motivation
and proficiency. Yet being solely quantitative, it did not probe into the
reasons behind such a result. This mixed-methods study aims to
uncover such reasons. 138 teachers from different schools in the Madrid
region filled in the TALIS questionnaire (OECD 2013. TALIS Teacher
Questionnaire. http://www.oecd.org/education/school/TALIS-2013-
Teacher-questionnaire.pdf) and further 20 teachers were
interviewed. Whereas no significant differences between teachers
from CLIL and non-CLIL schools were identified through the
questionnaire, the interviews revealed that teachers from bilingual
schools adapted their teaching methodology to best suit their
students’ needs, and were more willing to take risks than their
counterparts in non-bilingual schools.
... AICLE se ha convertido en el enfoque habitual y más completo para la implementación de asignaturas en los proyectos sobre bilingüismo de los centros de Educación Primaria y de Educación Secundaria, y ha caracterizado los procesos de enseñanza-aprendizaje en Europa en los últimos años (Eurydice, 2006). Asimismo, se han realizado múltiples investigaciones que aportan un gran avance en su desarrollo (Coyle, Hood & Marsh, 2010;Pérez Cañado, 2016;San Isidro, 2018) en los que se han identificado sus beneficios y desafíos con el fin de mejorar su práctica en el aula. ...
... AICLE se ha convertido en el enfoque habitual y más completo para la implementación de asignaturas en los proyectos sobre bilingüismo de los centros de Educación Primaria y de Educación Secundaria, y ha caracterizado los procesos de enseñanza-aprendizaje en Europa en los últimos años (Eurydice, 2006). Asimismo, se han realizado múltiples investigaciones que aportan un gran avance en su desarrollo (Coyle, Hood & Marsh, 2010;Pérez Cañado, 2016;San Isidro, 2018) en los que se han identificado sus beneficios y desafíos con el fin de mejorar su práctica en el aula. ...
RESUMEN AICLE es un enfoque definido por una enseñanza integradora de contenidos de materias no lingüísticas y de una lengua extranjera, en el que esta se convierte en el medio de transmisión de conocimientos, consiguiendo así un aprendizaje paralelo. Este planteamiento favorece la estimulación de las capacidades cognitivas de los estudiantes e incrementa la cantidad de información que estos reciben en la lengua meta, por lo que es muy adecuado en el contexto de la educación bilingüe. En este artículo se mostrarán, por un lado, los aspectos que lo conforman y cómo puede ser aplicado en el aula y, por otro, el proceso y los resultados de una actividad realizada en la asignatura de Química siguiendo este procedimiento en un centro bilingüe español-eslovaco. Palabras clave: AICLE, enseñanza bilingüe, lengua española, Química. ABSTRACT CLIL is a dual-teaching approach of non-linguistic content and a foreign language in which both are integrated with the aim of achieving parallel learning. It promotes the stimulation of the cognitive abilities of the students and improves the amount of information they receive through the new language. Therefore, it is very convenient in the context of the bilingual education. This paper offers, on the one hand, the characteristics that comprise the CLIL approach and how it can be implemented in the classroom and, on the other hand, the procedure and the results of a CLIL activity performed in Chemistry in a Spanish-Slovak bilingual school.
... This means that the CLIL methodology has not been fully investigated and needs to be improved. The results of the scientific literature analysis show that in modern educational practice the most widely applied methods integrating English with traditional methods are project method [3,4], case study [5,6], brainstorming [7,8], role method [9], round table [10], audio-linguistic method [11], content and language of integrated learning (CLIL method) [12,13]. ...
The article describes the study results of the continuity of traditional and new technologies in teaching chemistry in English in secondary schools. In the study, alongside a variety of traditional methods, the CLIL method, Content and Language Integrated Learning was explored to enhance pupils' interest in chemistry and to improve their knowledge. Special attention was drawn to the learners' motivation, knowledge level and English language proficiency during the study of chemistry. The ways to apply new approaches towards teaching chemistry in English were considered and the practice of integrating chemistry and English on the basis of a new curriculum was studied. Terminology, glossary, English language-based text work and calculation methodology were selected for the classroom use of CLIL technology. At chemistry lesson pupils were surveyed and a pedagogical observation was performed to determine the effectiveness of using CLIL technology. According to the survey results the effectiveness of teaching chemistry in English was proven. Working on terminology and glossary the learners’ interest in the subject was increased by using chemistry terminology in the classroom. The use of CLIL approach based on integrating language in teaching the subject content allowed the pupils not only to gain information about the subject but also to master the language.
... It is undeniable that Content and Language Integrated Learning (CLIL) is thriving as it is embraced by schools and educational systems around the world in a concerted effort to create opportunities for synthesis and holistic learning. This claim rests on recent publications attesting to CLIL's impressive growth in large parts of Europe (Coral, Lleixà, & Ventura, 2018;Mahan, Brevik, & Ødegaard, 2018;Navarro-Pablo & García-Jiménez, 2018;Martínez-Agudo, 2019;Merino & Lasagabaster, 2018;Pérez-Cañado, 2018a, 2018bSan Isidro, 2018) and steady increase in Latin America (Argudo, Abad, Fajardo-Dack, & Cabrera, 2018;Banegas, 2018;Garzón-Díaz, 2018;Keogh, 2017;McDougald, 2015;Pimentel-Siqueira, Landau, & Alburquerque-Paraná, 2018). ...
El desarrollo profesional para AICLE enfocado en la lengua: un estudio de caso
O desenvolvimento profissional no CLIL com foco no idioma: Um estudo de caso
Teacher Professional Development in Language-Driven CLIL: A Case Study
The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor.
To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)
Banegas, D. L. (2019). Teacher professional development in language-driven CLIL: A case study. Latin American Journal of Content & Language Integrated Learning, 12(2), 242-264. https://doi.org/10.5294/laclil.2019.12.2.3
Received: 05/02/2019
Approved: 23/04/2019
Published: 11/05/2020
... Besides, in the lack of CLIL curricular guidelines for real integration of content, language and skills, more efforts are clearly needed so that content and language teachers work in collaboration with each other. Collaboration among teachers is recommended in the Spanish current educational law (LOMCE, 2013) as one of the signs of an effectively integrated and integrative curriculum, and by CLIL research (Pavón & Ellison, 2012: Kelly, 2014Otto, 2017a;San Isidro, 2018). Teachers' willingness to collaborate with each other, and to discuss and agree on the most effective ways to deal with multilingual education is usually commonplace. ...
Spanish Content and Language Integrated Learning (CLIL) provision perfectly reflects what is happening in the kaleidoscopic European language learning landscape. Even though English is the most widely used language in this type of programme, in the course of more than two decades of implementation, CLIL has adapted to the diverse and ecological language policy of the European Union through disparate models in the different regions. Despite the differences among the various contexts, CLIL implementation has morphed into the design of language policies at school level (San Isidro & Lasagabaster, 2019), and these language policies are inextricably connected to teacher qualification, training and collaboration, along with curriculum integration. CLIL schools have thus become cross-curricular language ecosystems involving all the languages of instruction. In this article we offer a theoretical discussion of the state of the art on CLIL as far as planning and implementation are concerned. We first provide a general overview of the Spanish challenges towards multilingualism. In the second part, we address and discuss in detail the key points in the articulation of a CLIL ecosystem: the role of language itself as an articulator, and the teachers' profiles and their roles in designing a 'language aware' project based on curriculum integration (Otto, 2017b). RESUMEN La regulación de AICLE refleja perfectamente lo que está ocurriendo en el panorama caleidoscópico del aprendizaje de idiomas en Europa. Aunque el inglés es el idioma más utilizado en este tipo de programas, en el transcurso de más de dos décadas de implementación, AICLE se ha adaptado a la política lingüística diversa y ecológica de la Unión Europea a través de modelos dispares en las diferentes regiones. A pesar de las diferencias entre los distintos contextos, la implementación de AICLE se ha transformado en el diseño de políticas lingüísticas a nivel escolar (San Isidro y Lasagabaster, 2019), y estas políticas lingüísticas están inextricablemente relacionadas con la cualificación, la formación y la colaboración de los profesores, así como con la integración curricular de los planes de estudio. Los centros educativos que implementan AICLE se han convertido así en ecosistemas lingüísticos interdisciplinarios en los que se tienen en cuenta todas las lenguas de instrucción. En este artículo ofrecemos una discusión teórica sobre el estado del arte de AICLE en lo que se refiere a la planificación y la implementación. En primer lugar, ofrecemos una visión general de los retos de España con respecto al multilingüismo. En la segunda parte, abordamos y discutimos en detalle los puntos clave en la articulación de un ecosistema AICLE: el papel del lenguaje en sí mismo como articulador, y los perfiles de los profesores y su papel en el diseño de un proyecto "consciente de la lengua" basado en la integración curricular (Otto, 2017b). Palabras clave: AICLE, educación bilingüe/multilingüe, integración curricular, aprendizaje de idiomas, formación de profesores.
... CLIL is of particular interest to us as it creates the best opportunities in the development of a person that is capable of independently setting and solving professional problems, as well as carrying out effective communication in the professional field in their native and foreign languages . The implementation of integrated education on a subject and a foreign language has become the cornerstone for education changes all over Europe (Xabier, 2018;Climatic, Karpova, Kondrakhina, 2019;Dubinina, 2015). Y.L.T. Ting, who stood at the origins of the method (Ting, 2010;Ting, 2011), believes that CLIL has the potential for significantly updating the content of education, as well as teaching a language, through reasoning methods. ...
Introduction: A modern specialist in practically any field should not only possess professional expertise but also have a good command of modern computer technologies and main mathematical methods of data modeling and processing. It is employers’ requirements and, at the same time, students’ demands to receive this exact type of education. The study examines various ideas of educator-researchers striving to change the educational process to match the new goals. Meanwhile, the authors place the main emphasis on teaching mathematics. Drawing on the experience of teaching at the Financial University under the Government of the Russian Federation, the authors propose an integrative model of teaching mathematics that utilizes the contextual approach and content-based teaching. Materials and Methods: The main methods of the study are the analysis of scientific works and pedagogical modeling based on the following methodological approaches: competency-based, integrative, activity-based, as well as the concept of the zone of proximal development. The authors place special importance on the contextual approach and content-based teaching. Results: The analysis of works confirms the significance and relevance of interdisciplinary courses. The necessary modernization of the educational process and its contents is based on the integrative approach. The contextual approach is increasingly used in higher education to reinforce professional orientation. As for content-based education, it is currently used only in foreign language teaching. Within this study, the authors propose an integrative model of teaching mathematics at economics universities. To enforce the focus on the application in basic student training, the contextual approach is utilized which allows giving professional substance to the content of an educational course. The second part of the model is content-based teaching. The authors enhance its potential uses and believe that studying interconnected subjects together allows one to show common patterns and makes the educational process more efficient, intensive and mindful. Discussion and Conclusions: The relevance of having command of mathematical methods and computer technologies for multidisciplinary specialists makes it possible to generalize the creative model by adding various professional contexts.
writing is a critical skill for EFL learners. It integrates reading comprehension, content reorganization and rephrasing, which are core elements of the reporting functions in the cognitive discourse function (CDF) list in Content and Language Integrated Learning (CLIL). Grounded in Situated Expectancy-Value Theory (SEVT) and Engagement Theory (ET), this study proposes a motivated CLIL model to examine how contextual antecedents, namely reading comprehension and instructional quality, interact with motivational mediators, namely ability self-concept, task values and engagement, to predict EFL learners’ summary-writing performance and future CLIL course choices. Using a mixed-methods design, the study analyzed survey data from 227 students across three Asian CLIL courses, along with interview data with six students and seven teachers. Structural equation modeling (SEM) revealed that reading comprehension and instructional quality indirectly influenced writing performance via ability self-concept, motivation and engagement, and shaped future course choices via ability self-concept and motivation. Qualitative (QUAL) findings supported the model and emphasized the need for extended instruction to improve paraphrasing skills. The results validate the motivated CLIL model and highlight the pedagogical value of explicit summary-writing instruction. Addressing both contextual antecedents and motivational mediators is essential for optimizing CLIL outcomes across settings.
The dual focused approach of Content and language Integrated Learning (CLIL) has been adopted across a range of linguistic and geographical regions adding to the complexity and variety of CLIL. The presence of CLIL across different educational communities provides an important opportunity to develop CLIL as a sustainable approach to education if the situated knowledge of CLIL can be harnessed. The comparative study reported here places three cases side-by-side to illustrate how informed discussion can be generated across different educational settings. The particular focus of this study is CLIL teacher education in Finland, England, and Australia. The contribution draws attention to the role of the wider environment in the implementation and development of CLIL, and the value of new insights afforded through a situated approach to theorising CLIL.
The research purpose serves to examine the issue of introducing foreign languages as a tool of instruction through “linguistic alternation” in the teaching of non-linguistic subjects. By exploring the attitudes of Moroccan scientific and technology teachers
concerning the changing of the teaching language from Arabic to French. As well as identifying the challenges that prevent them from using “linguistic alternation” in their teaching practices and proposing relevant solutions to promote the quality of teaching. The study built upon a quantitative approach, by using a questionnaire instrument. The survey involved 86 science and technology teachers in secondary schools of the Provincial Directorate of National Education Inezgane Ait Melloul. The data were analyzed with SPSS statistical software. The results showcase that the majority of teachers seem to rather agree with the implementation of linguistic alternation by adopting French language as a teaching language. Hence, students' lack of French language skills was the main obstacle to understanding and assimilating courses in scientific and technical subjects, which hinders the application of linguistic alternation in the classrooms.
However, teachers suggest the need to introduce compulsory French support courses at elementary and secondary level.
Within the context of Content and Language Integrated Learning (CLIL), vocabulary acquisition is of central importance. However, while CLIL is increasingly being implemented throughout Spain, there remains a clear preference, both in practice and research, for using English over other languages such as French. This study thus investigates the token production of Spanish students taking both English and French CLIL classes by means of a lexical availability task. It aims to determine if there are quantitative differences between the learners’ language level and token production in English and French, and whether these differences exist across grades. Results indicate that learners have higher proficiency and produce more words in English, and that CLIL instruction has a clear impact on learners’ production across grades. The results are of key interest to multilingual CLIL educators seeking to make the most of vocabulary gains in multiple languages.
This chapter aims to provide a description of the educational approach this book explores, Content and Language Integrated Learning (CLIL). CLIL refers to the teaching of content subjects through an additional or foreign language. Section 1 presents the central theoretical notions that support the approach, paying particular attention to the idea of the 4Cs framework. The discussion moves then to the CLIL element explored in this book, language. Section 2 provides a theoretical description of the role of language in CLIL, considering it from two different perspectives: as a learning objective and as a resource to access subject content. Concluding the chapter, Sect. 3 narrows its focus to the development of lexical competence in CLIL, providing a comprehensive explanation of the relevance of vocabulary knowledge in CLIL and offering a review of the main studies exploring lexical development in CLIL approaches.
In recent years, CLIL technology has been widely used around the world as a tool for studying various disciplines. However, there is a significant lack of its applications in chemistry and biology lessons. This method improves the study of chemical and biological terms and concepts, contributing to the improvement of
communication abilities. Therefore, this study aimed to develop and pilot study the CLIL lessons in chemistry and biology based on a subject-language integrated approach for 7-8 grades. The experiment was conducted at
Lyceum-Internet from 1.03-14.04.2023. The study developed CLIL lessons on the following topics: «Movement», «Coordination and regulation», «Human body», «Oxides», and «Chemical bonds» for students of grades 7-8.
The lessons developed by the authors were successfully used in chemistry and biology classes, as evidenced by an increase in the academic level of knowledge of the experimental group in chemistry and biology. In addition, a questionnaire was conducted after the experiment to determine the students’ attitudes towards CLIL lessons.
The study found that the students enjoy working in CLIL lessons, which has a positive effect on the acquisition of knowledge in the subjects.
As multilingualism continues to gain importance in modern-day society, the pedagogical translanguaging approach has emerged as a means of facilitating fluid multilingual communication. Given the monolingual practices commonly observed in the CLIL classroom, this study aimed to explore primary school teachers’ beliefs regarding the use of translanguaging and the role of the L1. The data were collected via an online questionnaire including both Likert-scale and open-ended questions, which was distributed to 45 in-service CLIL content teachers in Andalusia (Spain). The results revealed that the participants’ beliefs generally aligned with the principle of fluid language use that is inherent to translanguaging, thus demonstrating a certain openness to furthering multilingual practices in the classroom. However, the participants were more hesitant to define specific roles for the L1 in their classrooms, which could perhaps be the result of persistent monolingual beliefs or a lack of training in how the L1 can be used in multilingual classrooms. Considering such results, it would be beneficial to improve teacher training on the translanguaging approach and the value of the L1 in order to further promote multilingualism.
One of the greatest challenges regarding CLIL implementation, especially for mathematics content learning, involves materials design. CLIL materials are expected to be incorporated from authentic sources, but reality shows that they are usually adaptations of previous materials or originals designed ad hoc to meet the curriculum requirements. Following Mehisto's criteria for producing CLIL learning materials as well as Meyer's successful planning and teaching strategies to design quality CLIL resources, this chapter presents a case study of designing and producing quality CLIL materials for mathematics content learning developed in the framework of the Erasmus+ Project Framing CLIL. Based on telecollaborative international work, multilingual CLIL materials to learn about fractions are presented, and the main challenges and the key strategies followed to cope with them successfully are addressed. Finally, practical orientations and guidelines for the design, and an elaboration of CLIL materials for mathematics content learning is presented.
На сегодняшний день в Республике Казахстан идет спрос на педагогические кадры естественного направления с владением трех языков. Это связано с необходимостью формирования как предметных, так и языковых навыков обучающихся. Для улучшения владения языков интегрировано с предметом в обучении эффективным методом является технология CLIL признанная на мировой арене образования. В статье приведены результаты исследования с применением технологии CLIL в преподавании «Физической химии». Проведены практические занятия в режиме офлайн с применением интерактивных методов обучения в Международном казахско-турецком университете имени Ходжи Ахмеда Ясави. В педагогическом эксперименте были отобраны студенты 3 курса группы образовательной программы B012 подготовка учителей химии. В ходе исследования был проведен опрос с использованием платформы Google Forms. В результате, которого были рассмотрены пути эффективного применения методов CLIL в преподавании химии на английском языке. По языковому аспекту использовалось терминология и глоссарий на трех языках. По предметному аспекту применены мозговой штурм с активными вопросами, обсуждение проблемы, по обучающему аспекту кейсовые задания, адаптированный текст и задачи на трех языках. По завершению эксперимента также был проведен контрольный опрос. В ходе, которого, была достигнута цель - повысить коммуникативные навыки у студентов, улучшение словарных запасов и повышение мотивации в изучении, как предмета, так и английского языка. Результаты педагогического эксперимента показали эффективность обучения химии на английском языке с применением технологии CLIL.
This chapter critically discusses Content and Language Integrated Learning and puts its educational benefits and drawbacks into perspective by reviewing relevant studies in the field. It will become apparent that many of the alleged advantages of CLIL with regard to language learning cannot always be reliably attributed to the teaching approach alone, even though a generally positive effect can nonetheless be observed in conjunction with regular language classes. Furthermore, external, internal as well as organisational characteristics of successful CLIL programs are distilled from a qualitative analysis of selected publications. Finally, the discussion of an empirical study by the authors on authentic language use in CLIL Science classes, which may serve as a stepping stone for materials writers and CLIL teachers to increase authentic language use in the CLIL classroom concludes the chapter.
This study examines stakeholders’ views on the streaming of students into one of two strands of differing CLIL exposure (High versus Low) in the transition from primary to secondary in the context of Madrid’s Bilingual Education Program. To this end, three groups of stakeholders – primary school leaders, parents and secondary school teachers – were interviewed so as to gather their perspectives on streaming as pertains to: (1) a high-stakes English language test that determines access to the High- and Low-Exposure strands; and (2) the profiles of students participating in these strands. Findings indicate that school leaders prioritise students’ ongoing language learning progress over the high-stakes context of the test, whilst they acknowledge families’ favourable views of the test. Parents’ affective stances reveal that some students experience a certain degree of anxiety in preparation for the test. In addition, participating in the High- or Low-Exposure strands seems to influence teachers’ perceptions of these students as either high or low achievers. These findings are further discussed in terms of the potential implications of streaming and student selection for (in)equity in CLIL programs.
Despite the increasing interest in CLIL in Greece over the past decade, Greek CLIL research is largely absent from international review studies. This systematic review focuses on primary and secondary education, and examines peer-reviewed empirical research on CLIL implementation in Greece from 2006 to 2020. A total of 33 items are reviewed using qualitative Content Analysis. Organized according to commonalities shared by their foci, the reviewed items highlight three main research areas of CLIL implementation in Greece: (1) CLIL project evaluation, (2) CLIL students’ development, and (3) CLIL teachers. The reviewed studies suggest that CLIL implementation in Greece tends to be quantitatively examined, context specific, and very small in scale. The reviewed studies are largely outcome oriented and concerned with issues of efficacy. Contrary to project evaluation and learning outcomes, CLIL teachers in Greece have received significantly less attention from empirical research.
Content and Language Integrated Learning (CLIL) or Content Integrated Language Instruction (CILI) is an integrated pedagogical approach which gives attention to both content and language learning. Like every pedagogical approach, this approach too has its share of challenges in practical application and best practices. This research paper aims to identify the challenges of implementing Content and Language Integrated Learning (CLIL) or Content Integrated Language Instruction (CILI) in the Indian context through qualitative study. 64 learners of grade VIII of a government school of West Bengal and 12 teachers were selected purposefully for the study. Through classroom observation, informal conversation and interview, it was found out that there were many challenges in its ideal implementation. But through proper training and awareness, these challenges can be easily overcome because CLIL is highly flexible in nature and can be adapted to use in any kind of educational system.
Limited studies investigate the high school teachers’ challenges and strategies while teaching science and mathematics in English as the target language through the content and language integrated learning (CLIL) approach. Hence, this study aimed to investigate the challenges that science and math teachers encounter and the strategies they employ while fostering students’ development of proficiency in English as the target language in physics, chemistry, biology, and mathematics courses in the International General Certificate of Secondary Education (IGCSE) and International Baccalaureate Diploma Program (IBDP). The study utilized various qualitative tools such as semi-structured interviews, open-ended questionnaires, and lesson observations to analyze science and math teachers’ strategies and challenges at a case school in eastern Turkey. The study revealed that as part of the CLIL approach, the participant teachers indicated various challenges such as a lack of vocabulary repertoire, translation problems, and weak foundational knowledge. They used common strategies such as group work interactions, interdisciplinary activities, individualized feedback, the promotion of higher-order thinking skills, inquiry-based learning, and reinforcement of language used to deal with these challenges. The study presents further implications for good practices and recommendations to resolve challenges.
This paper analyses how new learning approaches based on gamification can be used for professional growth in teacher training seminars. To address this matter, we designed and implemented a Breakout Edu competition-a sequence of game-based tasks mixing up education and entertainment. The pilot study involved fifteen plurilingual educators tackling the efficacy of social and cognitive groundworks of collaborative learning through gamification. It is important to highlight that the participants were also experts in teaching non-linguistic subjects in English (Content and Language Integrated Learning or CLIL methodology). The researchers designed and implemented a methodological plan to ensure the process feasibility and confirm the motivational value of the training set. The project comprised the experimental part (workshop, training materials), feedback (questionnaire, discussion), analysis and dissemination of the results. Our results based on an original questionnaire showed a general acceptance of new gamified knowledge building and raised awareness of active learning techniques. Overall, 80% of participants fully agreed with the possibility of implementing this technique in the classroom with the students across different educational stages; the same number of educators considered that the Breakout Edu workshop fully encouraged motivation and teamwork. Despite certain limitations in terms of sample size, our experiment strengthens the dissemination of learner-focused approaches. Profiling professional development challenges of future CLIL instructors was aligned with sustainable development goal 4 (General Assembly Resolution). Research findings will deserve careful thought by the education community, policymakers and teacher-trainers currently promoting CLIL, active learning methodologies and gamification.
This paper analyses how new learning approaches based on gamification can be used for professional growth in teacher training seminars. To address this matter, we designed and implemented a Breakout Edu competition — a sequence of game-based tasks mixing up education and entertainment. The pilot study involved fifteen plurilingual educators tackling the efficacy of social and cognitive groundworks of collaborative learning through gamification. It is important to highlight that the participants were also experts in teaching non-linguistic subjects in English (Content and Language Integrated Learning or CLIL methodology). The researchers designed and implemented a methodological plan to ensure the process feasibility and confirm the motivational value of the training set. The project comprised the experimental part (workshop, training materials), feedback (questionnaire, discussion), analysis and dissemination of the results. Our results based on an original questionnaire showed a general acceptance of new gamified knowledge building and raised awareness of active learning techniques. Overall, 80% of participants fully agreed with the possibility of implementing this technique in the classroom with the students across different educational stages; the same number of educators considered that the Breakout Edu workshop fully encouraged motivation and teamwork. Despite certain limitations in terms of sample size, our experiment strengthens the dissemination of learner-focused approaches. Profiling professional development challenges of future CLIL instructors was aligned with sustainable development goal 4 (General Assembly Resolution). Research findings will deserve careful thought by the education community, policymakers and teacher-trainers currently promoting CLIL, active learning methodologies and gamification.
The present study explores Moroccan science teachers' perceptions of teaching science subjects through foreign languages, mainly French, in Moroccan secondary schools. Seventeen science and technology teachers have been interviewed and data were analysed following the grounded theory methodology. The researcher constructs hypotheses based on data collection and analysis following axial coding. The findings of the study reveal that although science teachers hold positive attitudes towards the change in the language of instruction, they do not agree with the way this new initiative is being implemented. According to them, neither teachers nor students have been prepared to cope with a foreign language as a medium of instruction. They think students' low French proficiency is the major challenge in this new initiative. Hence, they admit to resorting to the mother tongue to facilitate students' content learning. Also, they have expressed their dissatisfaction with the prioritization of French as a foreign language and as a language of instruction. Instead, they suggest preparing young generations to switch to English as a medium of instruction through introducing English as a first foreign language at the primary and middle schools instead of French. The study ends up with some implications to overcome the challenges of the new policy.
Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers’ views on CLIL design, implementation and results in two different contexts, Scotland (n = 127) and Spain (n = 186). The first phase focused on the creation, pilot-testing and validation of the research tool. The second phase consisted in administering the final questionnaire and analysing the results. The primary goals were (1) to ascertain whether practitioners’ perceptions on CLIL effects and classroom practices match the topics addressed by research; and (2) to analyse and compare teachers’ views in the two contexts. The study offers interesting insights into the main challenges in integrating language and content. Besides providing a conceptual framework for identifiable classroom practice, findings revealed that both cohorts shared broadly similar perceptions, although the Spanish respondents showed more positive views and significantly higher support for this approach.
The forced transition to distance learning in 2020 forced the world scientific community to pay special attention to researching the effectiveness of the methodology for teaching subject disciplines in a remote format. In this manuscript, the authors did attempt to study, analyze, and classify various methods of teaching a foreign language (English, French, and German) at MGIMO University. The present research is based not only on a direct professional experience of working at a distance but also on an anonymous survey conducted among students. The purpose of this study is to develop and describe the most effective model of teaching a foreign language in the specified conditions. In addition to the empirical approach - observation of students' work during the semester, the use of experimental control methods, comparison, comparative analysis of the results - the authors also use data from an anonymous survey among students and foreign language teachers, which emphasizes the practical significance and relevance of the study. During the students questioning, it was found out which teaching methods and specific exercises are the most effective in the framework of a distance lesson. The questioning of teachers made it possible to classify statistical results and identify methods that teachers use in teaching a foreign language in a distance format and which could be used by them but are not used. On the basis of the data obtained, the authors conclude that there is a discrepancy between the ideas of teachers and students about the effectiveness of using certain forms of online education. This conclusion will allow in the near future to adjust the methodological and teaching aids for working in a distance format in foreign language classes.
A framework of teacher knowledge for language integration in the content area
This chapter focuses on how integrated curriculum planning and implementation in a trilingual setting might provide useful insights for those working with CLIL, across what would appear to be very different and specific linguistic contexts including multilingual and Anglophone contexts. We draw on relevant lessons learned from a detailed longitudinal case study in Galicia to highlight key areas for consideration and analysis across different contexts. This experience emphasized four key factors that emerged from the study that we suggest are transferable to other linguistic contexts:
Key factor 1: Training/professional learning for teachers before designing their curricula and implementing their lessons.
Key factor 2: A literacies approach which facilitates pluriliteracies development through drawing on languages of instruction, making subject teachers aware of a) the language component in their design, and b) the paramount role of meaning-making when building both subject and linguistic knowledge.
Key factor 3: Teacher collaboration where language and content teachers co-construct the CLIL curriculum together and implement their designs across CLIL lessons.
Key factor 4: Ownership of CLIL pedagogies - integrated curriculum planning and design aligned with task-based learning, project-based learning and integrated assessment formed the basis of pedagogic training modules followed by participating teachers.
Aquest article té dos objectius. D’una banda, provar de resoldre la indefinició pedagògica i terminològica del Tractament Integrat de Llengua i Contingut. De l’altra, avaluar aquest enfocament des d’una perspectiva plurilingüe. Quant al primer objectiu, aclarirem la diferència entre conceptes com TILC i AICLE que, sovint, de manera errònia, es presenten com equivalents. Pel que fa al segon objectiu, revisarem una de les qüestions més recurrents en la majoria dels debats sobre educació plurilingüe com és la possibilitat d’adquirir la llengua meta sense posar en perill ni l’aprenentatge de continguts ni el de les llengües primeres. La inclusió de pedagogies basades en els gèneres textuals, el desenvolupament de la consciència metalingüstica de l’estudiantat o l’adopció de pràctiques translinguals semblen claus per a fer realitat tot el potencial didàctic d’un TILC de qualitat.
Aquest article té dos objectius. D’una banda, provar de resoldre la indefinició pedagògica i terminològica del Tractament Integrat de Llengua i Contingut. De l’altra, avaluar aquest enfocament des d’una perspectiva plurilingüe. Quant al primer objectiu, aclarirem la diferència entre conceptes com TILC i AICLE que, sovint, de manera errònia, es presenten com equivalents. Pel que fa al segon objectiu, revisarem una de les qüestions més recurrents en la majoria dels debats sobre educació plurilingüe com és la possibilitat d’adquirir la llengua meta sense posar en perill ni l’aprenentatge de continguts ni el de les llengües primeres. La inclusió de pedagogies basades en els gèneres textuals, el desenvolupament de la consciència metalingüstica de l’estudiantat o l’adopció de pràctiques translinguals semblen claus per a fer realitat tot el potencial didàctic d’un TILC de qualitat.
The paper aims to summarise the Profile Report on Bilingual Education in Poland. Prepared in
cooperation with the National Centre for Teacher Training and Development (CODN) and the
British Council, the Report presents the results of qualitative research conducted in lower
secondary and secondary schools (except for schools following MYP and IB programmes). The
main objective of the Report was to identify operating models and examine operating features of
this type of education. In the paper the researchers will outline the methodology and the
outcomes of the research with focus on curricular models of bilingual education in Poland.
Moreover, the observed strengths as well as implications and recommendations for future
practice will be discussed.
One of the major documents describing implementation of CLIL in the European countries was
Eurydice’s (2006) report Content and Language Integrated Learning (CLIL) at School in Europe.
This document placed Polish bilingual practice in a broader European context. In an attempt to
gain a more detailed insight into the use of CLIL in Poland, the National Centre for Teacher
Training (CODN) has been conducting research investigating teaching practice in schools using
different content languages. Two reports on schools using French and English as a language of
instruction have been completed and at the moment additional projects are being carried out on
German- and Spanish- medium classes.
This article provides an updated account of the evolution of Content and Language Integrated Learning (CLIL), from an initial period of CLIL craze to one of CLIL critique to, at present, what could be considered a CLIL conundrum. The controversies which currently affect this approach are documented on three main fronts (characterization, implementation, and research), illustrating how the so-called pendulum effect is at work in all of them. The concomitant challenges posed by these controversies are identified and specific ways to redress them are provided via concrete research-based proposals stemming from two governmentally-funded research projects. The ultimate aim is to identify the chief hurdles which need to be tackled within the CLIL arena in the very near future and to signpost possible ways of superseding them in order to continue advancing smoothly into the next decade of CLIL development.
Galicia, Spain’s north-western region, originally bilingual (Spanish/Galician) and placed in a Spanish-Portuguese intercultural enclave is undergoing a significant change regarding educational parameters. This change is related to the revitalisation of the teaching and learning of foreign languages mainly brought about by the introduction of CLIL.
The same as all European educational systems, the Galician one is giving increasing importance to the learning of foreign languages on the grounds that there is a need to develop citizens’ plurilingual and intercultural competences within the globalisation process taking place in our present-day world. Galicia does not only share bilingualism with Catalonia and the Basque Country, but also an evidenced experience in immersion bilingual programmes attending to environmental languages. This experience has laid good foundations for the development of an educational policy related to foreign languages. With this context in mind, this paper addresses:
1) the analysis of all actions carried out by the Galician Administration aiming at improving foreign language skills of teachers and students, focusing on CLIL implementation and all parallel courses of action redounding to its benefit: immersion programmes, creation of a teacher network and teacher-training programmes mixing in-service training, immersion and materials design;
2) the state of the art regarding formal regulation of CLIL provision: policy models, teacher development, methodology, materials and certificates;
3) the analysis of results of the pilot questionnaire answered by teachers (June 2008); and
4) the analysis of results of the 2009 general objective testing comparing CLIL and non-CLIL students.
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Content and language integrated learning (CLIL) programmes are mushrooming in many different contexts. However, research has mainly focused on their impact on foreign language learning and to a lesser extent on L1 development, whereas the number of studies undertaken in multilingual contexts in which more than two languages coexist is negligible. In an attempt to fill this gap, the overall aim of this research study was to examine the effect of CLIL on the learning of three languages in contact, namely English, Basque and Spanish in the Basque Country, Spain. With this objective in mind, two test rounds were conducted in a longitudinal study spanning one year and in which 285 secondary education students took part. The results revealed significantly higher scores on the part of the CLIL students in English (which represents the L3 and the foreign language in this context) in both test rounds, although a similar linguistic development between the experimental CLIL and the control non-CLIL groups was observed. Additionally, no significant differences were found in the students’ L1 and L2 development (Spanish and Basque), despite the fact that CLIL students had a lower exposure to Basque in the school context.
Content and Language Integrated Learning (CLIL) programmes are burgeoning in European school contexts due to the widespread
belief that they help to significantly improve foreign language learning while content learning is not negatively affected.
However, some of its purported benefits still need to be empirically confirmed. Thus, while this approach is widely believed
to positively influence students’ affective stance, research studies are scant, and hardly any are longitudinal in nature.
In an attempt to fill this gap, the present longitudinal study aims to analyse the impact of CLIL on different affective components.
The participants are 304 secondary education students who were enrolled in CLIL and non-CLIL programmes. Contrary to expectations
and the reviewed literature, the downward motivational trend observed in non-CLIL students in previous studies was not found.
The results also indicate that CLIL does not help to sustain students’ motivation over time, but motivation to learn the subject
matter is maintained in CLIL classes.
Content and language integrated learning (CLIL) is burgeoning all over Europe and this is particularly so in Spain. During the last 10 years, content language instruction through a foreign language (FL) (mainly English) has become a key area of curricular innovation. One of the main reasons put forward by the advocates of this approach is that students are more motivated as a result of participating in CLIL programmes. Since motivation is one of the most influential individual variables when it comes to learning an L2, the benefits of the CLIL approach are assumed. However, there is a dearth of studies which empirically confirm differences in motivation when comparing traditional English as a foreign language (EFL) instruction and CLIL. This article aims to shed light on this issue through a study carried out in the Basque Country (Spain) in two different grades. Three hundred and ninety-three compulsory secondary education students (aged 12–13 and 14–15) enrolled in EFL and CLIL courses participated in the study. The data were gathered by means of a previously piloted and validated quantitative questionnaire. The statistical analyses showed that CLIL students were more motivated; however, these results should be analysed with caution, taking into account a series of individual (age and sex) and contextual (socio-cultural) variables that may influence such results. The effect of these variables, which have little to do with the CLIL approach per se, has not always been sufficiently considered when explaining the positive outcomes of CLIL.
The purpose of this paper is to outline a new approach of lifelong learning in the light of transdisciplinarity niches. Considering the issues education is currently confronting, a way to find solutions to these problems could be transdisciplinary research, consisting in transdisciplinary niches. The paper continues some previous research made in "Lucian Blaga" University of Sibiu in order to adapt engineering education to lifelong learning. It also provides two examples of transdiciplinary niches presented in two doctoral theses, which are now developed by "EU 2020 research cluster" in the aforesaid university. Both theses require a transdisciplinary approach and involve fields from engineering to education psychology, dealing with problems concerning education and lifelong learning. Transdisciplinary niches create an enriched research environment and can solve a part of the problems of today's education. Even if transdisciplinary research is more complex and time consuming, it is more suitable because it provides real solutions. It fosters lifelong learning through emphasis on teamwork; it creates new stimulating ideas, develops concepts and tools in order to solve real world issues.
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve their subject learning when compared to learners learning in L1. However, more recent studies have raised challenging questions concerning academic language competence which indicate that CLIL instruction may not be reaching its full potential. Unravelling the integrated approach and the inherent interrelationship of using language for progressing knowledge construction and meaning-making needs to be addressed drawing together linguistic and pedagogic theoretical underpinning. This article posits that CLIL can pragmatically address the growing educational malaise of functional illiteracy. We reason that progression along the knowledge pathway towards deeper subject understanding requires a greater command of secondary discourse, and mastery of subject-specific literacies. In traditional classrooms, content teachers do not usually focus on the quality of learners' disciplinary literacy and discourse. In language classrooms, subject-specific literacies are considered irrelevant. We suggest that if 'literacy' were at the centre of the learning agenda, regardless of subject disciplines, a fundamental shift towards deeper learning would occur. Therefore, the article addresses two fundamental issues: (i) the role of subject-specific or disciplinary literacies in CLIL and (ii) the iteration of a model building on the existing 4Cs framework, which maps literacy and language progression in CLIL contexts and serves as a guide for evolving classroom practices.
Schoolchildren are starting to learn a foreign language sooner than ever as education authorities introduce early-start compulsory foreign language (FL) policies. As a result of this global trend, the learning of FLs is playing a major role in many educational systems (Coleman, 2006). This is the context in which CLIL (Content and Language Integrated Learning) programmes have been implemented during the last few years in many different contexts, in the belief that this will help to improve students' language proficiency and to "nurture a feel good and can do attitude towards language learning in general" (Marsh, 2000: 10). The aim of this paper is to analyze the effect of CLIL on students' attitudes towards English as a FL and the two official languages (Basque and Spanish) in the curriculum of a bilingual context, namely the Basque Country in Spain. The participants in the study were 287 secondary education students from four different schools and the results obtained seem to confirm that CLIL programmes help to foster positive attitudes towards language learning in general.
While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to CLIL realities, but so far underrepresented in the literature. These are, firstly, policy issues, comprising policy statements as well as stakeholders’ perceptions of CLIL and its success; secondly, classroom discourse as the prime site for the investigation of CLIL practices and their implications for the learning process; and, thirdly, classroom pedagogy, with the focus on potential differences between CLIL and non-CLIL settings.
This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners’ interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foregrounds a prototypical CLIL context (Europe) but also refers to work done elsewhere. The first part of the discussion focuses on policy issues, describing how CLIL practice operates in a tension between grassroots decisions and higher order policymaking, an area where European multi- and plurilingual policies and the strong impact of English as a lingua franca play a particularly interesting role. The latter is, of course, of definite relevance also in other parts of the world. The second part of the article synthesizes research on learning outcomes in CLIL. Here, the absence of standardized content testing means that the main focus is on language-learning outcomes. The third section deals with classroom-based CLIL research and participants’ use of their language resources for learning and teaching, including such diverse perspectives as discourse pragmatics, speech acts, academic language functions, and genre. The final part of the article discusses theoretical underpinnings of CLIL, delineating their current state of elaboration as applied linguistic research in the area is gaining momentum.
Content and Language Integrated Learning (CLIL) is supposed to improve existing deficiencies in the formal learning of foreign languages (FL) in state schools of the EU, with at least no detrimental cost to the content learning. Apart from this basic justification, which has already been questioned on the basis of the empirical evidence by this author, other benefits are often enumerated. However, it will be shown that for most of the pro-CLIL arguments there are equally valid counterarguments, and, in some cases, contrary empirical evidence, or even a lack of any evidence. Given this, the suggestion here is that there are a number of implicit reasons for the adoption of CLIL, the most obvious being student selection. One conclusion worthy of concern is that the interest in CLIL diverts attention away from the shortcomings of mainstream FL teaching in state schools and the plight of numerous non-CLIL students, including perhaps many of the less privileged, who maybe are still not receiving the FL instruction they deserve.
The aim of the study was to investigate how successfully pupils had learned content in content and language integrated learning (CLIL) and to assess pupils' affective learning factors, such as motivation and self-esteem, in CLIL. Learning was presented in terms of achievement level, which was described as the relationship between measured levels of intelligence and school success. The study indicated that there were no major differences in learning, whether the language used in instruction is the pupils' mother tongue or a foreign language; pupils of different intelligence levels had similar chances to succeed in both cases. However, it was discovered that there may not be as many overachievers among the pupils in CLIL as among the pupils in the Finnish language instruction group. Achievements in the Finnish language, i.e. the mother tongue, were not negatively affected by CLIL. In terms of the affective factors, the study indicated that CLIL pupils had a low self-concept in foreign languages, although pupils had a strong motivation to learn.
This paper presents aspects of a longitudinal study assessing integrative bilingual learning based on Content and Language Integrated Learning (CLIL), implemented in three Swiss primary schools. From Grades 1 to 6, three classes of German-speaking pupils were taught 50% of the curriculum, notably mathematics, in Italian or in Romansh as a second language (L2). The longitudinal study concerns the assessment of L2 oral production, oral and written comprehension, as well as mathematics. After a presentation of the bilingual teaching concept we discuss the role of interaction for L2 acquisition, notably the importance of L1/L2 repair sequences to achieve focus on form (Doughty & Williams, 1998). Through the longitudinal analysis of the repair sequences in oral narrative tests, we observe the decreasing use of L1 as a strategy to fill in L2 missing words. We then draw the developmental profile of clause linkage (Berman & Slobin, 1994), giving insight on the development of verbs and of morphological elements in L2. Finally, the paper presents an analysis of the pupils' results in standardised mathematics tests and their qualitative link to oral and written comprehension tests.
This article provides a comprehensive, updated, and critical approximation to the sizeable literature which has been produced on the increasingly acknowledged European approach to bilingual education: content and language integrated learning (CLIL). It begins by tracing the origins of CLIL, framing it against the backdrop of its predecessors: North American immersion and bilingual education programs, and European international schools. It then provides a synthesis of the research which has been conducted on our continent into the effects of CLIL programs. It transpires from this review that, while at first blush it might seem that outcome-oriented investigations into CLIL effects abound throughout our continent, there is still a well-documented paucity of research in this area. The article concludes by identifying future research agendas to continue mapping the CLIL terrain. The ultimate aim of this three-pronged examination of the past, present, and future of CLIL is to depart from the lessons learned from recent research and to signpost ways forward in order to guarantee a success-prone implementation of this timely solution to European plurilingual education.
European educational systems are making great efforts to improve students' command of foreign languages, as there are many students who leave compulsory education with only the most limited ability to communicate in a foreign language. In this context the implementation of CLIL (Content and Language Integrated Learning) courses is becoming commonplace throughout Europe, because this approach is believed to significantly improve overall language competence in the target language. This paper examines the implementation of CLIL in the Basque Country (Spain), a bilingual com-munity in which both Basque and Spanish are official languages and where English represents the third language included in the curriculum. The results show that the CLIL approach is successful and helps to improve students' foreign language competence even in bilingual contexts where English has little social presence.
Linguistic and cultural diversity is becoming an inherent feature of most schools in Europe. This is specially so in contexts such as the Basque Autonomous Community in Spain, where the presence of two official languages (Basque and Spanish) is complemented by the early teaching of English, which sets out as early as the age of four in the majority of schools. Nevertheless, the low foreign language command of Spanish students in general and the Basque students in particular has led to the implementation of CLIL experiences, which have been mushrooming in the last decade. Some voices have been raised though against the ever increasing presence of English due to its probable negative impact on language attitudes, especially on attitudes towards Basque. Many efforts have been made to normalize the situation of Basque at school and some scholars consider that these achievements can be jeopardized if the minority language yields too much space to the two international languages (Spain and English). In this paper the effect of CLIL programmes on attitudes towards trilingualism is examined through a holistic questionnaire completed by 277 secondary students. The results obtained demonstrate that CLIL can help to boost positive attitudes towards trilingualism at school, a matter of the utmost importance due to the ever increasing number of multilingual educational systems in Europe.
Content and Language Integrated Learning (CLIL) represents an increasingly popular pedagogic approach that has evolved in
response to the recognised need for plurilingual competence in Europe. In this article, we present key findings from one of
the first large-scale, multidimensional CLIL evaluation projects. We begin by outlining the emergence of European CLIL and
by comparing it with other, non-European bilingual education initiatives and then we narrow the scope to Southern Spain, where
the research was conducted. We outline the Andalusian Bilingual Sections programme, one of the cornerstones of the government's
Plurilingualism Promotion Plan (2005), within which the research was conducted. In presenting results, we focus on specific areas that we believe make significant
contributions to some of the key concerns in contemporary CLIL research including the linguistic competence of CLIL learners,
the question of starting age, the distribution and functionalities of L2 use in CLIL classrooms, and the ways in which CLIL
appears to be impacting on the educational system in general.
Motivation is a complex psychological construct regarded as one of the determinant factors in successful foreign language learning, which is why it regularly comes to the fore when trying to explain individual differences among language learners. In fact, one of the main objectives of many foreign language teachers in classrooms the world over is to increase student motivation, so that pupils may acquire a good command of English, the current main lingua franca. While many studies have been devoted to the role played by different orientations in this process, this paper focuses on the effect of the approach used in the foreign language classroom. Thus, attention is paid to the relationship between motivation and the language proficiency attained through two different approaches: Content and Language Integrated Learning (CLIL) and English as a Foreign Language (EFL), among 191 secondary school students. The results confirm the benefits of CLIL from both a motivational and a language competence perspective.
In this longitudinal study, we examined the effects of the use of English as the language of instruction in the first 4 years of secondary education in The Netherlands on the students’ language proficiency in English and Dutch, and achievement in subject matters taught through English. Compared to a control group in regular secondary education, students attending this form of bilingual education showed higher scores for their English language proficiency in terms of oral proficiency and reading comprehension. No effects have been found for receptive word knowledge and no negative effects have been found with respect to the results of their school leaving exams at the end of secondary education for Dutch and subject matters taught through English.
The author uses a theoretical account rooted in TEFL, language acquisition and educational psychology to provide the basis for the development of a comprehensive model of language learning in CLIL. It incorporates prior knowledge, EFL self-concept, interest in EFL classes, verbal cognitive abilities and contact to English. This model is used to estimate the effects of CLIL in the context of high-intensity programmes at German Gymnasien. The statistical evaluation of the quasi-experimental data from 1,000 learners proves the existence of large initial differences due to selection, preparation and class composition effects. After two years, one finds no significant effects of CLIL apart from a minor increase in self-concept, suggesting that the actual effects of CLIL have often been overestimated.
This is a broad response to J. Hüttner and U. Smit's article on a previous article of mine, which raises some further questions. It is an extended reply, including references and arguments additional to those in the previous article, and covering various CLIL matters critically in order to lay bare some of the central issues. Most importantly, it is argued that CLIL remains a term that is ill-defined, with excuses of there being local contextual variation, and even its positive FL learning outcomes still unproven, not to mention other effects and outcomes. The view defended here is that if there are any possible CLIL successes they are probably attributable to selective measures and contrived supportive conditions, in addition to the on-going benevolent interpretations of some questionable empirical research data. Finally, rather than enlarge part of the picture, it is the whole picture that needs to include the non-CLIL programmes as well.
CLIL—explained in the subtitle of the book—is the latest acronym to hit the acronym-rich EFL environment. With numerous collections of research papers and teachers’ handbooks dealing with it, and now a journal devoted to it (International CLIL Research Journal,www.icrj.eu), it is a major movement to be reckoned with; indeed the byline banner, ‘with CLIL Activities’, is increasingly found on recent EFL coursebooks. As the authors of this book say in the Preface, they do not view CLIL as ‘simply another step in language teaching or a new development in content-subject methodology’ (p. ix). Rather, CLIL is presented as ‘a fusion of subject didactics, leading to an innovation which emerged as education for modern times’ (p. ix), ‘a major rethink of how we teach what we teach’ (pp. ix–x): these are strong claims, which this volume then goes on to attempt to establish a case for.
Chapter 1, ‘A window on CLIL’, is a general introduction to CLIL and its history, as well as an overview of the geographical spread of the use of CLIL and the use of English as a vehicular language. The chapter positions CLIL among other movements in language teaching such as multiple intelligences, language awareness, learner autonomy, and others, in a context in which ‘schools in very different contexts across the world had been finding their own ways to enrich learning, sometimes for many years’ (p. 3). CLIL is presented as a response to globalization and to the important role of languages in this process, and as an approach that stresses convergence of different elements in the learning process, overcoming the division between language learning and content learning. There is also an attempt to place CLIL within larger social trends: the knowledge economy and interdisciplinarity. Having said that, the impetus is clearly presented as achieving ‘more exposure to the language overall’ as well as ‘better linguistic and communicative competence, more relevant methodologies, and higher levels of authenticity to increase learner motivation’ (p. 5).
This paper examines the spread of Content and Language Integrated Learning (CLIL) through a number of lenses. It argues that the supporters and promoters of CLIL position it as a near-panacea and attribute to it a large number of benefits, not all of which are supported by research. Looking at the issues arising from recent attempts to define CLIL, the paper proposes a distinction between weak and strong CLIL. The paper points to the lacunae in the research into CLIL, and suggests that these gaps are the result of educational policies that privilege a second language over other curricular subjects. Looking at the contexts where CLIL seems to succeed, as well as places where such teaching has been acknowledged to fail, it emerges that success is often connected to a high level of student selection on a number of criteria, as well as a high level of investment in teachers and teaching, and that CLIL often privileges those students who are already high achievers both in language and content. The paper then looks at the way in which the spread of CLIL policies can be understood through theories of policy borrowing and educational transfer.
Analysing participants' perceptions of a Content and Language Integrated Learning (CLIL) experience is essential in order to provide a clear picture of whether CLIL is effectively implemented. This becomes extremely relevant in primary school contexts, where the way the different groups involved in an educational experience feel tends to be highly related to its potential success. The present paper presents an overview of the students', CLIL teachers' and parents' perceptions after a year of CLIL implementation in five primary schools obtained by means of opinion questionnaires and interviews. Children, except for low achievers, report general satisfaction, mainly because they realise their use of English is meaningful and feel capable of understanding concepts in English. Teachers' main concerns included their students' low level of English, lack of materials, lack of institutional and peer support and not being competent enough in the content subject. Parents unrealistically perceive CLIL as the only solution to their children's low level of English or fear it might be a threat to the students' L1 and content knowledge. Although a great effort on the part of all parties involved in the process is required, CLIL is already perceived as a positive practice that promotes motivation, learning and interest in the foreign language.
CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.
In 2000, Estonia launched a voluntary Estonian language CLIL programme for seven year-olds in four Russian-medium schools. The programme has expanded rapidly to a total of 48 kindergartens and schools. This paper reports on research into stakeholder perspectives on programme management. In addition to surveying parents, teachers, vice-principals and principals, the study included lesson observations and a review of school strategic plans. In general, parents of CLIL students are highly supportive of the programme. Key programme success factors include centrally developed in-service training and student learning materials, and the management of the programme by a central agency. Cooperation among a wide range of stakeholders is a major factor contributing to CLIL programme success in Estonia, however, work remains to be done in improving communications among several stakeholders groups, including with parents.
The growing interest in Content and Language Integrated Learning (CLIL) has resulted in enthusiasm in and active pursuit of improved methods of foreign/second-language (L2) teaching in Europe. However, the definition and scope of the term CLIL both internally, as used by CLIL advocates in Europe, and externally, as compared with immersion education in and outside Europe, indicate that the core characteristics of CLIL are understood in different ways with respect to: the balance between language and content instruction, the nature of the target languages involved, instructional goals, defining characteristics of student participants, and pedagogical approaches to integrating language and content instruction. We argue further that attempts to define CLIL by distinguishing it from immersion approaches to L2 education are often misguided. The aim of this article is to examine these ambiguities and to call for clarification of the definition of CLIL. Clarification is critical if CLIL is to evolve and improve systematically and if CLIL educators are to benefit from the experiences and knowledge acquired in other educational settings.
The study investigated the effects of bilingual teaching on the development of children's literacy skills and attitudes towards language learning. In the bilingual classes 20% of the instruction was given in English. Pupils’ literacy skills in the bilingual classes were significantly better than in the monolingual classes. When observing pupils who started first grade with either a poor or an excellent level of school readiness, there was no significant difference between bilingual and monolingual groups. In addition, the pupils in bilingual classes showed significantly more positive attitudes towards foreign-language learning than the pupils in monolingual classes.
This paper aims to highlight some of the issues that are appearing in full force now that the Content and Language Integrated Learning (CLIL) option is being ever more taken into consideration by schools and education authorities throughout Europe. The reasons for the interest in CLIL-based learning are various, including the support given to this learning environment by European institutions (the European Commission and the Council of Europe) and the numerous European projects that have been financed to explore the different issues involved. Just as the introduction of new information technologies into education has given rise to a reconsideration of the learning and teaching processes and procedures involved, so CLIL requires a similar re-appraisal. CLIL constitutes a new learning and teaching environment. There is a danger, however, that the full impact of CLIL be not realised or be underestimated, the question being merely seen as one of change of language medium. This is of course one issue, but the choice of language medium has profound repercussions at all levels — political included. Indeed, this is how it should be if CLIL is to be fully part of the educational system, invested with a specific role as part of the language policy of the country, the local education authority, the school and also of the general school curriculum.
This paper sets out to position CLIL research within the broader field of bilingual education in the 21st century. In considering the development of CLIL across diverse European contexts, the author problematises the construction of a research agenda which lies at the interface of several different fields of study. A conceptual framework for CLIL is presented which reorientates the integration of language and content in order to inform and develop CLIL pedagogies from a ‘holistic’ perspective. Using the 4Cs Framework for analysis, the author concludes that for CLIL research to ‘mature’, the nature and design of the research must evolve to identify CLIL-specific issues whilst drawing on a much wider frame of reference. This poses a challenge for a future CLIL research agenda which must ‘connect’ and be ‘connected’ if the potential of CLIL is to be realised.
Lexico-grammar in the essays of CLIL and non-CLIL students: Error analysis of written production
- C Ackerl
Ackerl, C. (2007). Lexico-grammar in the essays of
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CLIL: Detail matters in the whole picture
- A Bruton
Bruton, A. (2015). CLIL: Detail matters in the whole
picture. More than a reply to J. Hüttner, & U. Smit
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Empirical perspectives on CLIL classroom discourse
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DE: Peter Lang.