History of CLIL (2015)

Hanesová, Dana

doi:10.17846/clil.2015.7-16

Cited by 17 publications

(8 citation statements)

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“…Content language integrated learning (CLIL) is a methodology when a foreign language functions as a means of communication rather than the aim of teaching, and language learning becomes meaningful and leads toward better long-term retention. It is based on dual aims (content / subject discipline aims and language teaching aims), and its main principles are often presented by the abbreviation 4Cs 1 -content, communication, cognition and culture, or extended 5C, which includes the development of competence 2 . The competence in this context means that teachers should consider "can-do" statements 3 they want their students to be able to do by the end of the lesson.…”

Section: Introductionmentioning

confidence: 99%

“…The framework 4C+1 was suggested by Lynch [1] addressing also the theory presented by Coyle, Hood and Marsh 4 . The term CLIL came into existence in 1994 [2]; however, it has a much longer history and the signs of the CLIL principles have been present in different approaches; e. g. integrated thematic instruction (school model designed by Susan Kovalik 5 ), immersion [3], content-based instruction [4], task-based language teaching [5], English for specific purpose [6][7][8][9][10] or bilingual education (see, e.g. [11]).…”

Section: Introductionmentioning

confidence: 99%

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A Review of European Research on Content and Language Integrated Learning

Cimermanová¹

2021

IntegrEdu

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Introduction. Subjects’ integration in formal teaching can play an important role in addressing the issue of authentic and meaningful learning as opposed to rote memorisation. Content and language integrated learning has been the subject of educational studies for three decades. The scope of research is broad, and from the primary focus on foreign language performance, it has been slowly extended to the impact of Content and language integrated learning on content and mother tongue. The purpose of the research is to summarize selected research articles on Content and language integrated learning application and to estimate its summary average effect on content development in a group of students aged 10‒16. Materials and Methods. The article presents the systematic review of the studies published in the Web of Science database in the last decade (2010–2020) and surveys the selected empirical studies that focus on the impact of Content and language integrated learning implementation on the content subjects at primary and secondary schools. Sixteen studies met the inclusion criteria and were included in the analysis. Data from six studies were also statistically evaluated using Comprehensive meta analysis and RevMan software, and the synthesis is presented in the Results and Discussion parts. Results. Based on the 16 discussed studies’ results, Content and language integrated learning intervention produces positive added value; however, the statistical meta-analysis showed no statistically significant differences between the Content and language integrated learning and non-CLIL groups in their content knowledge and the results favouring non-CLIL groups. As the groups’ size differed in terms of absolute value, the pooled standard deviation was used to reflect the sample sizes and standard deviation were averaged with more weight given to the larger sample groups. Discussion and Conclusion The practical significance and prospects of the study lie in pointing out the benefits of Content and language integrated learning and stressing the importance of its inclusion in teacher training study programmes along with the development of pre-service teachers’ creativity, critical thinking and ability to create their materials.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Review of European Research on Content and Language Integrated Learning

Cimermanová¹

2021

IntegrEdu

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“…In the 1990s, CLIL was promptly accepted by many European countries and first launched in Finland (Hanesová, 2015). Its adaptation brought the necessity to combine financial and institutional support and specific teacher training (Banegas, 2012;Nikula et al, 2016;Wolff, 2012).…”

Section: Introductionmentioning

confidence: 99%

From On-site to Online Class: The Role of Mediation in Online Teaching Simulation

Polyakova

García

2021

JLE

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This paper presents the findings of a pilot study that explored the relationship between mediation and teaching simulation activities during a postgraduate course for CLIL (Content and Language Integrated Learning). A controversial factor of the experiment was the overall lockdown that happened in Spain during the Spring through Summer of 2020. These extenuating circumstances compelled the lecturers to innovate by transforming a traditional on-site classroom practice into an online training opportunity. There were forty-two participants in the English language training for the content teacher's course. This pilot project was taught at the Catholic University of Valencia. The pilot study's outcomes were the display of feasibility of the curricular adaptation by providing (1) CLIL teaching simulation planning, (2) teaching simulation assessment sheet and (3) questionnaire responses, all of them closely related to mediation and online education. The analysis of the data collected through the study outcomes yielded positive effects of the methodology used. Therefore, the initial results suggest the possibility of this curricular update. We recommend developing the connection between mediation, online instruction and CLIL teacher training opportunities by applying the lessons learned in an authentic school setting.

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“…Two of the approaches that have systematically been at forefront of language teaching research and that have consistently drawn the attention of both practitioners and policy-makers are Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching (TBLT). Both CLIL and TBLT emerged in the 1980s (Ahmadian, 2016;Bygate, 2016;Hanesová, 2015) in the light of the principles of Communicative Language Teaching (CLT). Far from having become outdated, their theoretical tenets and methodological solutions have proven to be of great value in terms of finding ways to meet the current needs of contemporary society, in particular as far as the latest technological developments and skill requirements are concerned.…”

Section: Introductionmentioning

confidence: 99%

Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching (TBLT) in an effective way: a methodological proposal

Lopes

2020

Onomázein

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Language Teaching Research from a Global Perspective 2 0 2 0 ONOMÁZEIN-Special Issue VI | Language Teaching Research from a Global Perspective: 05-22 António Lopes Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching... 6 CLIL and TBLT are approaches that have increasingly captured the attention of both teachers and researchers, and many of the latter have already discussed the ways in which they can be brought together. One of the challenges encountered in the implementation of CLIL has been the discrepancy between the level required to carry out the work for content learning and the students' actual level. One of the solutions may lie in resorting to TBLT, where language is regarded as action and the learner seen as a social actor engaged in real-lifelike activities. However, in CLIL, the task being proposed to the students has to be appropriate to their level and their ability to internalise conceptual knowledge. In order to bridge some of the methodological gaps between CLIL and TBLT, a framework for designing content-oriented tasks, based on the one advanced for the project PETALL, has been developed to help teachers plan their CLIL activities. After a theoretical introduction to the principles of Taskbased Learning and its integration with CLIL, a template designed to systematise the task is provided and discussed.

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History of CLIL (2015)

Cited by 17 publications

References 0 publications

A Review of European Research on Content and Language Integrated Learning

A Review of European Research on Content and Language Integrated Learning

From On-site to Online Class: The Role of Mediation in Online Teaching Simulation

Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching (TBLT) in an effective way: a methodological proposal

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