Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings
This state-of-the-art article reviews the literature on content and language integrated learning (CLIL) – enseignement d’une matière par l’intégration d’une langue étrangère (EMILE) – through an analytical lens. Since its inception in the 1990s, CLIL has evolved and become part of the educational li...
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| Izdano u: | URI:https://journals.openedition.org/ced, |
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| Glavni autor: | |
| Format: | Article ou chapitre numérique |
| Jezik: | Anglais |
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Contextes et didactiques
2020
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| Online pristup: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sažetak: | This state-of-the-art article reviews the literature on content and language integrated learning (CLIL) – enseignement d’une matière par l’intégration d’une langue étrangère (EMILE) – through an analytical lens. Since its inception in the 1990s, CLIL has evolved and become part of the educational literature as a dual-focused and multi-dimensional educational approach. CLIL is not only about using an additional language (AL) (e.g., foreign, autochthonous, heritage, second language) as a medium to teach subject content. The approach also aims to build and reinforce learners’ knowledge of other disciplines while using the language creatively to solve problems and develop critical thinking. Some research evidence has indicated that CLIL practices vary according to context, curricular constraints, and available teaching force. This multi-dimensionality and diverse implementations of CLIL have led to misunderstandings and what CLIL is and is not have been the topic of countless debates. An accurate description of CLIL would not be possible without understanding its historicity and the reasons for its emergence. CLIL now represents an approach that integrates language and content teaching in a variety of language learning and bilingual education contexts. CLIL was not created out of thin air. Its creation was influenced by a multitude of factors such as (a) the historical, political, epistemological and societal influences of the 1980s, (b) research on second language acquisition, (c) current theories of learning and, (d) educational philosophies on languages and approaches to language teaching that drew on postmodern views that emerged in the 1980s. |
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