Conclusion: CLIL—Reflection and Transmission

Abstract

The concluding chapter summarises the contents of this volume, applying Lasagabaster’s (Language policy and language choice at European Universities: Is there really a ‘choice’? International Journal of Applied Linguistics, 3(2), 255–276, 2015) four levels of framework for the internationalisation of language policies: macro level (supra-national), meso level (national), micro level (institutional) and nano level (stakeholders’ practices). At the macro/meso level, Spanish content and language integrated learning (CLIL) has been implemented in a top-down manner as part of the multilingual policy in the EU, while in Japan, CLIL was first introduced from the grassroots level as practices of individual institutions. At the micro level, CLIL has been practised in some subject classes in primary and secondary bilingual schools, and CLIL teacher education is offered as a degree course in Spain. On the other hand, CLIL in Japan is not timetabled as subject lessons but is introduced in language lessons. CLIL teacher training is provided by local educational authorities or teachers’ associations. From the perspective of individual practices at the nano level, CLIL in Spain affects and is affected by both societal and individual multilingualism. CLIL in Japan, on the other hand, focuses mainly on individual bi/multilingual competency. In both sites, CLIL has been and has further potential to be a transformative pedagogy for improving education.