An Introduction to Content and Language Integrated Learning (CLIL) for Teachers and Teacher Educators

Urmeneta, Cristina Escobar

doi:10.5565/rev/clil.21

Cited by 21 publications

(15 citation statements)

References 15 publications

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“…Another definition is provided by Escobar (2019) who defined it as a plurilingual approach to learning and teaching in formal contexts that creates a space which naturally leads to the implementation of Halliday's triadic perspective on (language) learning by placing the language learning continuum at its very heart. Sulistova (2013) states that there are two kinds of CLIL: the socalled hard CLIL and soft CLIL.…”

Section: Content and Language Integrated Learning (Clil)mentioning

confidence: 99%

“…They should have a degree in a particular subject and at the same time a degree in a foreign language; or a willingness to develop or deepen their knowledge from the other subject. They focus on the content of the disciplinary message, introduce linguistic support in the task design and build interactional scaffolding for learners to participate in academic discourse (Escobar, 2019).…”

Section: Teachers Of Clilmentioning

confidence: 99%

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Using Content and Language Integrated Learning to Develop ‎Primary Official Language School Pupils′ Speaking Skills and their Motivation to Learn

مراد¹

2021

مجلة البحث العلمى فى التربیة

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The present study aimed at developing primary official language school pupils′ EFL speaking skills through the use of content and language integrated learning (CLIL). Participants of the study were 60 fifth year Defino primary official language school pupils at Fayoum governorate. They were divided into two groups; experimental and control 30 pupils each. The researcher prepared an EFL speaking skills test, an EFL speaking rubric, a motivation scale and a teacher's guide. Having pre administered the speaking skills test, the motivation scale and taught the experimental group using CLIL, the participants were post administered the same instruments. The results showed that the use of content and language integrated learning proved to be effective in developing primary official language school pupils′ EFL speaking skills and their motivation to learn. The study concluded with some recommendations and suggestions for the pupils, teachers and curriculum designers. Also, suggestions for further research were provided.

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Section: Content and Language Integrated Learning (Clil)mentioning

confidence: 99%

Section: Teachers Of Clilmentioning

confidence: 99%

Using Content and Language Integrated Learning to Develop ‎Primary Official Language School Pupils′ Speaking Skills and their Motivation to Learn

مراد¹

2021

مجلة البحث العلمى فى التربیة

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“…According to María Luisa Renaul and Sonia Mas Martí, if the European Union promoted pluralingualism for citizens and this was applied to the departments of schools and high schools, CLIL would become the future methodology [17]. At the present time, CLIL being a well-established practice throughout Europe takes many forms depending on the context [18] (p.14).…”

Section: Literature Reviewmentioning

confidence: 99%

Research on the Efficiency of Using Integrated Approach in Teaching Professionally-Oriented Foreign Language to Kazakhstani Students of the Specialty “International Relations”

Kopzhassarova¹,

Bexultanova²,

Olkova³

et al. 2021

Preprint

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Currently the integration of Kazakhstan into the world community requires the training of highly qualified specialists fluently speaking and having a good command of foreign language. The study is devoted to the problem of development of foreign language professional skills of students of non-linguistic specialty. The aim of the research is to identify the efficiency of integrated approach use for shaping foreign language communicative skills of non-linguistic specialty students. The methodological basis of the research was communicative approach to foreign language teaching. In the framework of the research scientific and theoretical literary sources on the problem of the development of foreign language professional skills of non-linguistic specialty students were studied and summarized; the analysis of the empirical material obtained in the questioning and testing of students. To determine the level of formation of foreign language professional competence of international relations specialty students we have developed the following components: linguistic, cognitive, pragmatic. In the course of the experimental study, the authors revealed that the use of problem-based methods such as discussion, project and case technologies, debates in the framework of integrated approach to professional foreign language teaching promote students’ motivation increase and contribute to the improvement of their foreign language professional skills. The results of the study can be used in application of CLIL technology for the formation of foreign language professional competence of non-linguistic specialty students at the university.

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“…Coyle et al (2010) stated that this is an educational approach where the content of all subjects and second language learning is integrated to provide authentic experiences for English language learners (ELLs). CLIL is a broad term that has many variants depending on the context and where it is implemented (Urmeneta, 2019;Van Kampen et al, 2018). In defining CLIL, Coyle et al (2010, p, 1) stated that it is "a dual-focused education approach in which an additional language is used for the learning and teaching of both content and language."…”

Section: Introductionmentioning

confidence: 99%

“…In defining CLIL, Coyle et al (2010, p, 1) stated that it is "a dual-focused education approach in which an additional language is used for the learning and teaching of both content and language." While researchers such as Lin (2016) and Urmeneta, (2019) distinguish between CLIL and LAC, in the South African context, the term 'LAC' is used interchangeably with 'CLIL' (Department of Basic Education, DBE 1 (2015, p. 3). In addition, NHLANHLA MPOFU, MNCEDISI C MAPHALALA the DBE (2015) explains that since English is the Language of Learning and Teaching (LoLT) in most schools, LAC in the South African context is referred to as English Across the Curriculum (EAC).…”

Section: Introductionmentioning

confidence: 99%

Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools

Mpofu

Maphalala

2021

JLE

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This article explores the views held by content subject teachers on the implementation of the English Across the Curriculum (EAC) approach in their high school classrooms. In South Africa, the EAC approach has been part of the school curriculum since 2014; however, to date, there is a paucity of studies that have focused on understanding how high school teachers implement this approach. In 2017, the South African Department of Basic Education reported that high school teachers were not using this approach without indicating why this was the case. To provide the views of the teachers, the present study drew theoretical insights from reflective teaching to explore the phenomenon. We conducted a qualitative intrinsic case study inquiry, during which we examined the views that 15 high school teachers held on implementing English language skills in content subjects. We collected data using a focus group interview form prepared based on Gibb's model. The findings indicate that content subject teachers have views on (i) the merits of EAC in general language development, (ii) EAC as a challenge to pedagogical-content knowledge, and (iii) strategies for improving the implementation of the EAC approach. This exploratory study has certain implications for the practice of implementing the EAC approach in content teaching, finding that there may be merit in the use of targeted continuing professional development for content teachers when implementing EAC. Secondly, there is a need for partnerships between teachers of English as a second language and content subject teachers, as this cross-curricular collaboration has the potential to enhance the implementation of the EAC approach in high school classrooms.

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An Introduction to Content and Language Integrated Learning (CLIL) for Teachers and Teacher Educators

Cited by 21 publications

References 15 publications

Using Content and Language Integrated Learning to Develop ‎Primary Official Language School Pupils′ Speaking Skills and their Motivation to Learn

Using Content and Language Integrated Learning to Develop ‎Primary Official Language School Pupils′ Speaking Skills and their Motivation to Learn

Research on the Efficiency of Using Integrated Approach in Teaching Professionally-Oriented Foreign Language to Kazakhstani Students of the Specialty “International Relations”

Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools

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