School leaders’ perspectives on content and language integrated learning in England

Abstract

ABSTRACT This article investigates school leader perspectives on Content and Integrated Learning (CLIL) based on findings from an empirical research study undertaken in three state secondary schools in England, to investigate (CLIL). The article argues the importance of the role of senior leaders in developing and sustaining CLIL initiatives. Perspectives about CLIL from 12 leaders are presented using semi-structured interviews from three schools where different models of CLIL are practised: headteachers, senior leaders responsible for the school oversight of such programmes and curriculum leaders responsible for developing the work in specific subjects. This article offers a unique contribution to the field by its focus on school leaders’ perceptions of and commitment to CLIL from their involvement in contrasting CLIL contexts in the self-improving school context of England. There are no existing studies that focus on senior leaders’ perspectives in the secondary sector. In spite of numerous limitations presented by the current national policy landscape, the findings reveal that school leaders perceive CLIL to make a potentially strong contribution to the pressing school improvement agenda through the acceleration of learner progress characterised by high levels of pupil concentration, effort, enjoyment and progress.