CLIL: A Suit for All Seasons

Francesca Costa · Lauretta D’Angelo

37 citations0/0 files storedLatin American Journal of Content and Language Integrated Learning

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Multilingual Education and Policy

Abstract

A frequently mentioned advantage of CLIL is that it is a theory of practice, with an intrinsic flexibility and heterogeneity; nonetheless, there is often confusion regarding the factors of success and failure among teachers applying the approach, which often leads them to unwittingly misapply CLIL. This article first presents several definitions of CLIL, and the practical and theoretical assumptions at its core, and then analyzes a number of longitudinal studies from such places as Canada, the Netherlands, Spain, Hong Kong, the Philippines, and Malaysia in order to identify factors that contribute to the relative success or failure of this methodological approach. Drawing on a basis of research and training courses for CLIL teachers, this study presents its unique and defining factors and presents guidelines for teachers who wish to apply it.

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References

1994Foundations of Bilingual Education and Bilingualism 1985Communicative competence : Some roles of comprehensible input and comprehensible output in its development 1986Input in Second Language Acquisition 2007Discourse in Content and Language Integrated Learning (CLIL) Classrooms 1997Immersion education : international perspectives 2002CLIL/EMILE - the European dimension : actions, trends and foresight potential 2012Content and Language Integrated Learning 2009The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project

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2016An investigation of learning efficacy, management difficulties and improvements in tertiary CLIL (Content and Language Integrated Learning) programmes in Taiwan: A survey of stakeholder perspectives 2020Content and Language Integrated Learning: In-Service Teachers’ Knowledge and Perceptions Before and After a Professional Development Program 2015Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach 2015Students’ Perceptions of the Impact of CLIL in a Mexican BA Program

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