Content And Language Integrated Learning Programmes Research Articles

Book Review: Aprendre en una altra llengua / Learning through another language / Aprender en otra lengua

Learning through another language is a multilingual (Catalan, Spanish and English) compendium of valuable contributions from leading investigators to further the understanding and practice of Content and Language Integrated Learning (CLIL). The book offers an ample range of perspectives regarding CLIL learning and teaching. This review takes a look at how the collection deals with the following topics: the challenges involved in plurilinguistic education (chapters 1-4); the integration of content and language in the discourse of CLIL classrooms (chapters 5-7); and the need for in-service and pre-service teacher education and the role of collaboration among subject and linguistic specialists on the one hand, and investigators and practitioners on the other, in the successful implementation of CLIL programmes in the educational system (chapters 8-10).

The European Framework for CLIL Teacher Education

The European Framework for CLIL Teacher Education (EFCT – http://clil-cd.ecml.at) is a conceptual tool for guiding the professional development of CLIL teachers. CLIL (Content and Language Integrated Learning) is a dual-focused approach in which an additional language is used for the learning and teaching of both content and language. The framework provides a set of principles and ideas for designing CLIL professional curricula. CLIL programmes differ widely from country to country in their organisation, content, intensity and choice of languages, and there are corresponding differences in how teacher education providers design and implement teacher training and development programmes. The EFCT aims to serve as a transnational conceptual tool for supporting the development of theoretically-sound educational practice in CLIL contexts. It is not intended as a prescriptive template.

CLIL – Pot k avtonomiji v izobraževanju

CLIL (vsebinsko jezikovno integrirano učenje) pomeni učenje o izbranih vsebinskih temah prek učenja angleščine, kar omogoča boljšo pripravo na poznejše poklicno življenje, kot če bi poučevali samo jezik ne glede na vsebine. Učence motivira ter naredi učenje aktivno in zanimivo. Učenci se pri modelu CLIL naučijo temeljnih jezikovnih spretnosti in akademskih veščin, obenem pa spoznajo še dodatne učne vsebine. CLIL je osredotočen na učne vsebine in daje učencem občutek resničnih do- sežkov, ki se tesno povezujejo z razvojem njihove kariere, kajti prihodnost bo zahtevala od njih kompetenco, samostojnost in pristop, v katerem bodo poudarjene razvite miselne funkcije in komunikativnost.

Teachers' concerns and uncertainties about the introduction of CLIL programmes

The implementation of content and language integrated learning (CLIL) means significant changes in the way in which teaching is planned, sequenced and carried out. The adoption of a new curriculum, which integrates linguistic and non- linguistic material, as well as the linguistic and methodological needs that come with the introduction of this type of teaching, have generated feelings of concern and uncertainty. This paper reports those concerns and uncertainties in the Andalusian context, and strives for clarifying issues related to the theoretical assumptions, teaching implementation

Content and Language Integrated Learning (CLIL): the influence of studying through English on Spanish students' first-language written discourse

Content and Language Integrated Learning (CLIL) is increasingly found in European schools, and while research has examined many aspects of its application, there still remain unexplored areas. One such area is the effect of a second language on the discourse norms of students' first language, an issue of importance in the context of concern over the increasing influence of English. This study analyzes argumentative texts written in Spanish by secondary students studying partially through English on a CLIL program and compares them with Spanish texts written by students studying the traditional, Spanish-medium curriculum. Comparison is based on differences between Spanish and English discourse found in previous studies, and draws on approaches from systemic functional linguistics, including analysis of clause complexes, interpersonal and textual Theme, and text structure. Differences were found between the CLIL and non-CLIL student texts which frequently followed distinctions previously made between English and Spanish discourse, the CLIL student texts displaying more features associated with English discourse. Areas of particular difference included text organization and use of clause complexes. Possible explanations for these differences are discussed, along with implications for CLIL and language teaching.

Learning through L2 – Content and Language Integrated Learning (CLIL) and English as Medium of Instruction (EMI)

Content and Language Integrated Learning (CLIL) has been promoted by the European Union as a means to achieve multilingualism. While in Germany and other European countries the trend to use the L2 as a medium of instruction is increasing, in Hong Kong, however, we see a converse development. Many schools switched from English as a medium of instruction (EMI) to mother tongue education. The German CLIL concept promotes a gradual and cautious switch to L2 for only a few content subjects in the curriculum. The Hong Kong EMI approach introduces L2 after a short bridging period to most content subjects. Although the CLIL and EMI programmes both share the features of a late immersion programme, their approach to language use in classroom discourse frames is different. The current study was designed to examine the processes and effects of language learning in L2-taught content subjects. Based on samples from two history lessons in the German CLIL and the Hong Kong EMI context, classroom interaction was analysed with special focus on teacher/student talk and codeswitching. First results support the claim that constructive processes during classroom interaction are vital elements of language acquisition.