How do we measure up?

Abstract

Research into the pedagogies employed by CLIL teachers has been limited to date and, as such, has been identified as a key area in need of further investigation (Pérez-Cañado, 2012; Dalton-Puffer & Smit, 2013). This review uses an elaborated 4Cs Analysis Framework (adapted from Coyle, Hood, & Marsh, 2010; Coyle, 2015a, 2015b) as a basis for analysis of studies of pedagogies implemented by CLIL subject teachers internationally and in Dutch classrooms. This allows us to place the Dutch situation in an international context and to identify avenues for future research and development. The following questions guided the review: (1) What appear to be the most prominent international trends with regard to the implementation of the 4Cs in CLIL subject pedagogies?; and, (2) To what extent do Dutch CLIL subject pedagogies appear to reflect these international trends? Findings about pedagogies reported in the reviewed studies suggest that, in general, studies from the Netherlands stand out compared to international studies in several respects. Specifically, there is evidence of a relatively strong pedagogic focus in the Netherlands on developing students’ intercultural competence. The Dutch studies also stand out, however, for not addressing the role that the L1 can play in CLIL pedagogy. Furthermore, a main finding is that both the Dutch and the international studies reviewed provide little insight into aspects of CLIL pedagogy related to subject-specific culture and into ways in which content and language are integrated.

Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence

“…For IILP-based lessons for secondary schools, it is therefore recommended that sufficient language scaffolds are provided in teaching materials that can help students to develop their linguistic repertoire by describing what they notice in art forms, enabling them to compare that to other perceptions, as well to perform creative tasks themselves and to reflect on these activities in the foreign language. This seems to be in accord with the growing area of research (Meyer et al, 2015;Van Kampen et al, 2018) that foregrounds literacy development as being a fundamental aspect of CLIL.…”

“…As most studies on CLIL pedagogy for intercultural competence have been performed in prototypical CLIL classes in which content teachers teach their subject using the foreign language (Van Kampen et al, 2018), research on intercultural competence in a type B CLIL classroom, ‘in which foreign language instruction is thematically based and content from other school subjects is used in the language class’ (Cenoz, 2015, p.11), is relatively scarce. While the relationship between CLIL and intercultural competence in language learning environments is gaining importance (Byram et al, 2017), research in a CLIL classroom where literature is the topic aiming at intercultural development has been conducted in higher education (Rodríguez & Puyal, 2012) but remains rare at the secondary level.…”

Dual Training in Language Didactics of Foreign Language/CLIL Pre-Service Primary Education Teachers in Spain

“…The Common European Framework of Reference for Languages (CEFR) (2001) focused on the need to use languages as the most reliable strategy to ensure language acquisition. Since then, several European national education authorities have been carrying out reforms aimed at setting up bilingual education (Eurydice, 2006), considering different socioeconomic, sociocultural, linguistic, and educational objectives (Van Kampen et al, 2018) for each country.…”