Innovations and Challenges: Conceptualizing CLIL Practice

Digital storytelling as a disciplinary literacy enhancement tool for EFL students

“…Several decades of studying the role of a language in learning and teaching across various content areas have resulted in a 'cross-border dialogue' that bridges literacy and science education research internationally (Díaz Pérez et al 2018;Fujimoto-Adamson and Adamson 2018;Morton 2018;Tang et al 2018). The acknowledgment of the role of disciplinary literacy in science triggered the emergence of English for Specific Purposes (ESP) courses.…”

“…Initially, CLIL programmes were responding to the needs of the globalised job market and addressed the growing diversity of students in modern classrooms around the globe (Madrid and Cañado 2018;Yang 2016). It resulted in CLIL becoming a broad term referring to any classroom setting where a subject was taught in a language other than the students' native language (Díaz Pérez et al 2018;Yang 2016). CLIL programmes were readily embraced in North America and many European countries (Tang et al 2018;Yang 2016) and enabled the content instructors in these countries to adopt the teaching approaches developed by the language instructors (Díaz Pérez et al 2018;Jendrych 2013).…”

“…The interdisciplinary collaboration encouraged by the CLIL programmes faciliatated a shift towards the recognition of literacy as a 'form of social practice' rather than the linguistic medium for delivering scientific concepts to students (Díaz Pérez et al 2018;Tang et al 2018). Recognising disciplinary literacy as a sociocultural phenomenon implies that learning is the outcome of engagement in various activities contextualised within social settings.…”

Secondary schools’ administration perspective on content and language integrated learning: the case of Lithuania

“…CLIL involves teaching or learning a non-language subject "with and through a foreign language" or a regional/minority or state language (Eurydice 2006(Eurydice , 2017, or using a foreign language as a tool to improve foreign-language skills (Lo 2014) rather than teaching or learning in a foreign language, e.g. English, which is single-focused while learning a particular subject and, thus is considered as English Medium Instruction (EMI) (Pérez et al 2018). There is no data showing the expansion of CLIL programmes in the European Union (EU), but it may be assumed that "only in a handful of countries is CLIL provision available in all schools at some stage of education" (Eurydice 2017: 13).…”

“…The organisation and intensity of CLIL programmes are closely related with a school's vision and mission, and at the same time are dependent on the readiness of personnel and learners to become involved in such programmes. In Europe, therefore, considerable flexibility exists in terms of the provision of CLIL programmes in secondary schools, since communities in different countries may differ substantially and a model that is effective in one country might not be effective in another (Pérez et al 2018). In Austria, for example, CLIL initiatives are sanctioned at all educational levels and types of school, and as neither the CLIL curriculum, nor learning outcomes, nor quantity or quality of the CLIL provision are specified in any requisite document, it is within a school's competence to choose the kind and extent of CLIL to apply (Hüttner et al 2013).…”