Content And Language Integrated Learning Implementation Research Articles

Understanding the benefits and challenges of Content and Language Integrated Learning (CLIL) in English education: a literature synthesis

Content and Language Integrated Learning (CLIL) is a dynamic educational approach that holds the potential to enhance language proficiency, content knowledge acquisition, and academic achievement among students. By integrating language learning with subject content, CLIL provides students with immersive and meaningful learning experiences that facilitate communicative competence, critical thinking skills, and intercultural awareness. Discussions surrounding CLIL implementation have emphasized its potential to transform language education and promote multilingualism in diverse educational contexts. Key findings from research on CLIL suggest that participation in CLIL programs can lead to improvements in students' language proficiency across various linguistic skills, including listening, speaking, reading, and writing. Additionally, CLIL facilitates deeper comprehension and retention of subject matter by providing authentic contexts for learning and promoting interdisciplinary connections. Students participating in CLIL programs demonstrate comparable or even superior levels of content knowledge acquisition compared to those in traditional subject-based instruction, highlighting the effectiveness of CLIL in promoting academic success and critical thinking skills. However, the success of CLIL implementation hinges on various factors, including teacher preparation, institutional support, and resource allocation. Educators play a central role in the success of CLIL programs, requiring specialized training and ongoing professional development to effectively integrate language and content instruction. Institutional support is essential for creating conducive environments for CLIL implementation, while adequate resources are critical for optimizing learning experiences and addressing the diverse needs of learners.

Unlocking CLIL success: exploring the interplay between students’ self-regulation levels, linguistic challenges and learning outcomes in Hong Kong secondary education

The pedagogical approach—Content and Language Integrated Learning (CLIL)—has been widely adopted around the globe with its dual aims of developing students’ second language (L2) proficiency and mastering content knowledge simultaneously. However, its effectiveness remains inconsistent. This inconsistency has led researchers to call for an investigation into the perspectives of CLIL students to understand the factors behind the success and failure of CLIL implementation. To address this gap, this study explores CLIL students’ perspectives through the lens of self-regulation and examines the relationships between CLIL students’ self-regulation levels, linguistic challenges, and learning outcomes. Involving 167 junior secondary students from three schools in Hong Kong that adopted different CLIL models in Hong Kong, the study revealed moderate self-regulation levels and varying linguistic challenges among CLIL students, with listening being identified as the most difficult skill. A significant, moderately positive correlation was found between self-regulation levels and perceived linguistic challenges. Multiple regression analysis also found that motivation was a key predictor of both L2 proficiency and content subject achievement, while other self-regulation constructs (self-preparation, self-monitoring, and self-reflection) showed non-significant predictive values. Pedagogical implications are provided to develop students’ self-regulation skills and address perceived linguistic challenges, ultimately enhancing the learning experience and outcomes for CLIL students of diverse abilities.

A Model for Applying the Content and Language Integrated Learning (CLIL) Methodology in Teaching Chemistry in English in the Bulgarian Secondary School

One of the most up-to-date approaches to modern education for acquiring a foreign language through the study of a non-language subject is Content and Language Integrated Learning (CLIL). This approach gives the opportunity to develop a variety of learning strategies, application of innovative teaching methods and techniques, as well as increasing the motivation to learn. On the other hand, this approach provides the opportunity for learners to familiarize and expand their intercultural knowledge and understanding, while improving their skills to communicate in the language, other than their mother tongue. Being an educational approach, based on competences, CLIL is extremely well received by educators in Europe and around the world. One of the best-known models for CLIL implementation is the 4C’s conceptual framework developed by Do Coyle - Content, Communication, Cognition, Culture. Given the specificity of science teaching and in particular chemistry teaching in English, the article proposes to expand the model on the 4C’s frame to 6С’s frame- Content, Communication, Cognition, Culture, Key Competencies, Collaboration. On the basis of this frame, a CLIL lesson planning matrix for teaching chemistry in English was developed.

CLIL AS THE VEHICLE OF TRANSITION FROM MONO- TO BILINGUAL INSTRUCTION AT SLOVAK UNIVERSITIES

Content and Language Integrated Learning (CLIL) has demonstrated notable success in lower secondary and secondary levels of education, thus warranting consideration for its potential effectiveness in higher education. This scholarly exposition endeavours to delineate CLIL as a viable conduit for the gradual and voluntary transition from delivering specialized courses in the native language to conducting them in a foreign language, thereby facilitating bilingual instruction. Supported by empirical findings derived from ongoing Erasmus +, Visegrad Fund Project, KEGA (Slovak Cultural and Educational Grant Agency) initiatives, as well as research outcomes, the authors proffer a compendium of strategic recommendations designed to augment or inaugurate CLIL endeavours at the university level, particularly within non-philological study programs. Notably, integrating CLIL courses into teacher training programs across four faculties in Slovakia, which are responsible for preparing future English educators, offers promise for the widespread cultivation of CLIL-trained instructors and, consequently, a broader implementation of CLIL in higher education.

Breaking Down Barriers: Paving the Way for the Implementation of Content and Language Integrated Learning (CLIL) in the Algerian Higher Education Institutions

Content and Language Integrated Learning (CLIL) has gained considerable attention worldwide as an innovative pedagogical approach that integrates content knowledge with language learning. This study explores the potential benefits and challenges associated with the implementation of CLIL in the Algerian Higher Education Institutions. By conducting a comprehensive analysis of relevant literature and employing a qualitative research design, including a systematic review and synthesis of scholarly articles, books, reports, and other relevant sources, this research identifies the key barriers hindering the successful adoption of CLIL in the Algerian context. Furthermore, this research proposes a set of strategies as a roadmap to overcome these challenges and pave the way for effective CLIL implementation. Breaking down these barriers and fostering a more dynamic learning environment, Algerian Higher Education Institutions can better prepare students for the demands of a globalized world. This research provides valuable insights and practical recommendations to policymakers, educators, and researchers interested in promoting language education reform in higher education. By bridging the gap between research and practice, this study contributes to the ongoing discourse on CLIL implementation and its implications for educational reform, focusing on the need for further research.

IMPLEMENTATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN TEACHING ENGLISH TO TECHNICAL STUDENTS IN ALGERIAN HIGHER EDUCATION

Content and Language Integrated Learning (CLIL) has become a crucial construct in the context of teaching and learning worldwide. Despite this, relatively limited research has been undertaken to explore its implementation in Algerian tertiary education. The latter has witnessed, more recently, an increased interest in the development of technical graduates' English language skills and content knowledge necessary both in academic and professional scopes. This paper aims to provide insights on the effectiveness of CLIL as an innovative approach in Algeria. It seeks first to explore students' attitudes towards learning English in the faculty of technology at the University of Medea in Algeria. Second, based on the data of an experimental study collected through a questionnaire, pretest and posttest, and class observation, this paper investigates the impacts of CLIL implementation to improve technical students' English language competence, content learning as well as their attitudes towards English. The sample of participants included 30 students divided into an experimental and a control group. The study’s findings revealed that students possessed deficient subjectspecific content knowledge and exhibited notably low interest in the course, both of which contributed to their negative attitudes toward English. The results emphasized the significant role of CLIL implementation in promoting content knowledge and language proficiency of the experimental group students over the control group, as well as in improving their attitudes towards English. This paper concludes with several implications regarding ways to implement CLIL in teaching both content and language for technical subjects in Algerian higher education

Implementation of Content and Language Integrated Learning Methodological Guide to Improve Learning of Science in English

This research reviews and applies Content and Language Integrated Learning (CLIL) in the framework of teaching sciences in English as a Foreign Language (EFL). It encompasses the need to tailor English language acquisition to the matters and concepts of sciences. The scope was 114 seventh-grade students of the bilingual program at Centro Educativo Internacional La Moderna. The research aims to enhance language acquisition and boost science comprehension through an integrated approach. The outcomes score favorable influence of the CLIL implementation on students' academic achievements, attitudes, and enthusiasm. The findings substantiate the advantages of integrating language and content in promoting language skills while facilitating the grasping of intricate scientific notions. The study contributes to knowledge of the practical deployment of CLIL techniques and their implications on teaching science. Besides, elucidates the potential of CLIL as a pedagogical instrument to enrich language proficiency and science comprehension concurrently. Thus, fosters a holistic educational experience for science learners in EFL educational programs.

Teacher Practices and Student Language Proficiency: Insights from CLIL Classrooms in China

This research provides a comprehensive exploration of Content and Language Integrated Learning (CLIL) in Chinese educational settings, with a specific focus on teacher practices and their impact on student language proficiency. The study investigates key aspects of CLIL implementation, teacher strategies, and student language outcomes. It offers insights into effective CLIL practices, professional development needs for educators, and policy considerations for policymakers. The findings contribute valuable knowledge to the discourse on bilingual and multilingual education, aiming to inform stakeholders for the successful integration of CLIL programs in diverse educational contexts.

CLIL METHODOLOGY IN UKRAINIAN PEDAGOGICAL UNIVERSITIES: CHALLENGES AND BENEFITS

The article highlights the implementation of the Content and Language Integrated Learning (CLIL) methodology in higher educational establishments in Ukraine. The concept of CLIL is clarified, and scholars’ perspectives on the advantages of using content and language integrated learning in foreign language study are presented. CLIL has been identified as the most promising approach due to its integration of both professional and language training, combining subject-specific teaching tools with language instruction. The work emphasizes the necessity of CLIL implementation as a response to the growing demand for foreign language proficiency within the constraints of limited learning hours in pedagogical universities of Ukraine. The research investigates the challenges faced by educators in integrating CLIL into the existing language and pedagogical curriculum. The author examines the benefits and opportunities that CLIL offers for language learning and subject knowledge acquisition. It is revealed the significance of language proficiency and teacher training for successful CLIL implementation. The article points out the impact of CLIL on students’ motivation and engagement in the learning process. The author focuses on the role of CLIL in developing students’ critical thinking, problem-solving and teamwork skills. The main advantages of CLIL methodology include fostering motivation to learn a foreign language, enhancing learners’ creative mental abilities, and purposeful mastering of lexical units. The study also identifies potential barriers hindering CLIL integration. The strategies to address these challenges and enhance CLIL effectiveness in higher educational establishments are proposed. Overall, this research sheds light on the potential of CLIL to transform language teaching and subject learning in Ukrainian pedagogical universities while highlighting the need for appropriate support and preparation for educators and learners. The significance of content and language integrated learning lies in students gaining knowledge in various subjects that they can apply in their future professional activity. Keywords: content and language integrated learning, motivation, foreign language proficiency, subject knowledge acquisition, higher education.

Content and Language Integrated Learning (CLIL) Implementation for Indonesian EFL Learners: A Case Study

This paper aims to investigate CLIL implementation for English teaching in Indonesia, particularly how this approach can be used in the EFL learning context considering that in most cases CLIL is implemented for bilingual education. To get the information and learn the phenomena in depth, a study case was conducted. The data was collected through classroom observation of two English teachers who have implemented CLIL in their teaching practice. It was then followed by a focus group discussion with those teachers to confirm the CLIL application and get more comprehensive data. This study found that CLIL was quite significant to be implemented for teaching English as it was not only able to improve students’ language skills but also broaden their insight globally. From this study, it was also highlighted that teachers must carefully select the materials and consider students’ level of proficiency to make a meaningful and effective learning process.

CLIL in Pre-Primary Education: The Views of In-Service and Pre-Service Teachers

Content and Language Integrated Learning (CLIL) has rapidly gained ground in schools within the latest decades. Consequently, interest in analysing stakeholders’ perceptions and needs has increased. This article has a twofold aim: (1) to analyse pre-primary teachers’ CLIL knowledge, (2) to identify the expected benefits, challenges, and perceived needs that CLIL implementation in pre-primary may entail for themselves, and for their students. To do so, 129 pre-primary teachers (N=76 in-service, N=53 pre-service) responded an online survey. Answers were coded with Atlas.ti, visualisations were created with R. Results showed that most in-service teachers know what CLIL is, while pre-service teachers are rather unfamiliar with it. Teachers have positive expectations regarding the potential CLIL benefits for students and teachers. However, most do not feel ready to implement it in pre-primary, because of the lack of teacher training programmes (on methodology and FL), and the scarcity of resources (e.g., guidelines, materials, stakeholders’ support).

Implementing Remote CLIL during the Covid-19 Pandemic: A Teacher’s Voice

Delivering content and language at the same time is believed to equip students with excellent and balanced competence. The goal of this study is to investigate and describe the implementation of CLIL (Content and Language Integrated Learning) in an English class during the COVID-19 pandemic. A qualitative case study design was employed in this research. The participant in the study is an English teacher at a private junior high school in Cimahi, West Java, Indonesia. The data was collected through observations and in-depth interviews. The findings indicate that CLIL is implemented based on the 4C’s framework (communication, content, cognition, and culture) in all stages of learning activity (pre-while-post activity). Although CLIL is theoretically mentioned to be applied flexibly, the teacher emphasized the particular pattern: communication comes first, followed by content, continued by cognition, and last is culture, with the intention of accommodating and facilitating both students’ cognitive and affective sides, as well as learning engagement and interactivity during remote learning in the pandemic era. Some challenges are also reported to emerge, but the school's support has helped this approach be executed successfully. This study implies that CLIL can provide ideal outcomes when all components of the school work together to be ready to execute it, despite the obstacles that grow in cyberspace that hamper face-to-face learning.

Последипломное развитие компетенций преподавателей CLIL

Content and Language Integrated Learning (CLIL) approach has become one of the bilingual education pillars worldwide. Its application often relies on quality instruction; therefore, careful preparation of future CLIL educators will guarantee adequate CLIL implementation. Despite the extensive research on the method used since the 1990s, little is known about the competence-based training process of content and language teachers. Through a multi-dimensional perspective of the current research, including qualitative and quantitative methods, the study authors attempt to demonstrate that CLIL competences can be adequately developed. In our project, we taught a postgraduate course on Delivering the curriculum through English to 26 educators and analysed the development of their professional skills. Pilot study results show that competence development is highly correlated with linguistic awareness, in-depth theoretical and applied knowledge of the CLIL approach and mutual support within teaching community. Regardless of the fundamental idea of formative exploration, our study presents some findings deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.

CLIL in the Online Micro-teaching: Factors Affecting Content and Language Achievement

Content and language integrated learning (CLIL) implementation in online micro-teaching offers dual focuses that become its main consideration. The CLIL implementation in an English teacher education course enables the students to learn both the content of the pedagogical courses and the instructional language. This approach could accommodate their achievements to achieve the pre-determined objectives. Thus, this research was mainly intended to determine the factors affecting the students’ content and language achievement during the CLIL implementation. In the current research, an explanatory-sequential mixed-methods design was employed. The researcher first collected the data dealing with the students’ content and language achievements quantitatively, and to elaborate on the data, qualitative data were also collected through performance tests, self-reflected journals, and interviews. Based on the findings, the research revealed that the CLIL implementation in online micro-teaching could affect the students’ content and language achievement positively. It could be seen from the performance test results that they had achieved the minimum passing grade. The CLIL implementation strengthened their content and language achievement by the teacher’s recalling of the learning material and instructional languages, organizing a well-structured presentation, arranging enriching dual-focus activities, applying content and language scaffolding, promoting the development of communicative skills by using clear, simple language instructions, and managing cooperative learning. The students were actively involved, and these activities supported their content and language achievement. These findings revealed that the aforementioned activities should be considered to implement the CLIL approach successfully.

The Potentials and Limitations of Applying Content and Language Integrated Learning (CLIL) Approach to English Teaching for Medical Students

The Faculty of Medicine, the University of Mataram, Indonesia, renewed its curriculum to teach English to aide Indonesian university graduates to enter the competitive international job markets. Adopting this new curriculum will affect the provision of teaching and learning activities. This paper attempts to justify whether the use of Content and Language Integrated Learning (CLIL) would fit within the current English curriculum. A comprehensive review of a literature was conducted to identify barriers and facilitators for the implementation of CLIL in higher education settings. Results of the literature review were then used to evaluate the potential strengths and limitations of the recently renewed curriculum when implemented at the Faculty of Medicine. Availing of curriculum and learning materials has the potential to sustain CLIL implementation in the Faculty of Medicine. However, factors that may impinge the successful implementation include: lecturers’ language, content pedagogical competences and the need to employ differentiated instructional modules. An ongoing professional development for lecturers prior to curriculum implementation could address these limitations.

HOW DO IN-SERVICE TEACHERS PERCEIVE CLIL IMPLEMENTATION AT SCHOOLS IN SPAIN? A SYSTEMATIC REVIEW

Owing to the emergence of the new paradigm in the linguistic arena in which all the citizens are required to be competent in more than one language, an issue outlined in the White Paper in 1995 by the European Commission, schools had to undergo a radical transformation and implement new language policies in the curricula to comply with the new emerging requirements, and it is within this context that Content and Language Integrated Learning (CLIL) has been brought up to the fore. Thus, the present systematic review has undertaken a search of empirical studies into the primary and secondary school teachers’ perceptions of CLIL implementation with the main aim of providing a thorough evaluation of bilingual education in Spain. For this purpose, a total of 46 publications that met the inclusion criteria have undergone an in-depth analysis and the results reveal that despite prevailing enthusiasm among CLIL teachers and the numerous benefits that the implementation of the bilingual programme offers to students, the programme presents several serious shortcomings such as insufficient and inadequate teacher training, increased workload, scarce collaboration, the paucity of well-designed materials or the lack of special attention to diversity. Overall, this systematic review highlights the urgent need to address these issues to ensure a success-driven implementation of the bilingual programme and guarantee high-quality education.

How does Content and Language Integrated Learning (CLIL) Influence University Students’ English Acquisition? A Systematic Literature Review

This study aims to provide a comprehensive and detailed view of how Content and Language Intergraded Learning (CLIL) impact university students’ English learning outcomes in non-English as native-speaking countries. The study attempts to use a systematic literature review method to look through various peer review journal articles about the implementation of CLIL and its influence on learners’ English acquisition in higher education from three perspectives: general English proficiency, productive and receptive language skills outcomes, and students’ attitude. Findings show that English ability has developed after CLIL—based lessons while the difference between the CLIL group and non-CLIL group is not significant, and different linguistic skills unevenly developed. Meanwhile, students gain motivation and interest to learn English in CLIL, while some claim they feel challenged in learning English by the new teaching approach. Based on these findings, the study offers recommendations and teaching strategies implications for introducing CLIL in universities, especially in China’s tertiary educational settings.

IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH CLIL IN TOURIST GUIDING ONLINE CLASS

Tourist Guiding is a compulsory subject that aims to prepare students to be a prospective Tour Guide (TG) with excellent English mastery, especially speaking. Two-year observation showed that the students have the low ability in speaking skills. They did not speak fluently because they lacked knowledge and vocabulary in tourist guiding. This study was a Classroom Action Research (CAR) which was carried out by implementing Content and Language Integrated Learning (CLIL), as a dual-educational approach that uses additional languages to learn and teach both content and language, in an online Tourist Guiding class. Participated by 28 students, this research followed stages of CAR. Additionally, pre-test and post-test were conducted to investigate students’ different performances before and after CLIL was implemented, while questionnaires were distributed to obtain the data about the students’ voices about CLIL implementation. The findings revealed that the quality of teaching and learning in the Tourist Guiding class improved after the implementation of CLIL. In addition, CLIL could enhance both students’ language skills (especially speaking) and tourist guiding competency. Teachers should both understand the subject content very well and have a very good mastery of English so that CLIL can be implemented successfully.

Exploring the Implementation of CLIL in an EFL Virtual Learning Environment

This paper reports an exploratory sequential mixed-methods and action research study of the Content and Language Integrated Learning (CLIL) methodology at a state institution in Florencia (Colombia). The study aimed to explore the implementation of CLIL in a virtual learning environment and its implications for English as a Foreign Language (EFL) learning during the health emergency caused by COVID-19. The data collection instruments were a single interview, observations, reflective journals, classroom artefacts, and a questionnaire. The findings reveal that the CLIL methodology contributes to English learning. Thus, the results show the significant role of keywords and content vocabulary, contextualized lessons, assignments, and virtual games in fostering the students’ listening skills, oral production, motivation, critical thinking, and development of cultural awareness. Hence, the outcomes demonstrate that the integration of virtual tools benefits the CLIL methodology in the virtual learning environment. Finally, the paper contains evidence supporting the implementation of CLIL, the contributions to EFL learning, and suggestions for further studies.

The Effect of CLIL Implementation on Students’ Development of English Reading Performance: An Empirical Study of Undergraduate Students in China

Previous research has found that content and language integrated learning (CLIL) is an effective method to improve undergraduate students’ English reading performance. Little is known, however, about the underlying mechanisms of such this association or factors that might strengthen or weaken these processes. Therefore, based on the framework of action research, the current study aimed to fill this gap by scrutinizing the changes in and effects of academic vocabulary size (AVS), academic self-efficacy (ASE), and learning motivation (LM) on English reading performance over a 16-week semester. A total of 202 Chinese undergraduate students (majoring in English Education) participated in this study. The results revealed the following major findings: (1) students’ AVS, ASE, LM, and English reading performance were significantly improved through CLIL implementation during this semester, (2) AVS, ASE, LM, and English reading performance were positively related to each other, (3) AVS significantly predicted students’ English reading performance, (4) ASE and LM partially mediated the effect of AVS on English reading performance. These findings contribute to the understanding of the impact of CLIL on English reading performance. Limitations and implications for educational practices are discussed.