Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

Dario Luis Banegas,Kathleen A Corrales,Paige Michael Poole

doi:10.14746/ssllt.2020.10.2.4

Dario Luis Banegas, Kathleen A Corrales + Show 1 more

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https://doi.org/10.14746/ssllt.2020.10.2.4

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Abstract

Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.

Highlights

Content and language integrated learning (CLIL) has emerged in the European education arena as an approach to offer socio-economic mobility, internationalization of higher education, and plurilingualism within the European Union by integrating L2 learning and curriculum content (Coyle, Hood, & Marsh, 2010; Marsh, Maljers, & Hartiala, 2001; Nikula, Dafouz, Moore, & Smit, 2016).Concerning the evolution of content and language integrated learning (CLIL), Cenoz (2013) suggests that “CLIL is part of regular education
These two conceptualizations can be subsumed under a CLIL continuum offering content-driven CLIL models and language-driven CLIL models (Gallardo del Puerto, Basterrechea, & Martínez Adrián, 2020)
We conducted an extensive review of CLIL in Latin America between 2008 and 2018

Summary

Introduction

Content and language integrated learning (CLIL) has emerged in the European (language) education arena as an approach to offer socio-economic mobility, internationalization of higher education, and plurilingualism within the European Union by integrating L2 learning and curriculum content (Coyle, Hood, & Marsh, 2010; Marsh, Maljers, & Hartiala, 2001; Nikula, Dafouz, Moore, & Smit, 2016). Concerning the evolution of CLIL, Cenoz (2013) suggests that “CLIL is part of regular education. Within this context, a clear distinction can be made between conceptualizing CLIL as a language teaching approach or as an educational approach” A clear distinction can be made between conceptualizing CLIL as a language teaching approach or as an educational approach” The language triptych consists of: (1) language of learning (subject-specific terminology, general academic language), (2) language for learning

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