Content and language integrated learning: Difference between revisions

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{{Use dmy dates|date=October 2023}}

'''Content and language integrated learning''' ('''CLIL''')<ref>{{Cite web |title=British Council BBC Teaching English |url=http://www.teachingenglish.org.uk/think/knowledge-wiki/clil |url-status=dead |archive-url=https://web.archive.org/web/20110927143136/http://www.teachingenglish.org.uk/think/knowledge-wiki/clil |archive-date=27 September 2011 |access-date=8 July 2010 |website=teachingenglish.org.uk}}</ref><ref name="TESOL">{{Cite journalbook |lastlast1=Thompson |firstfirst1=G. |last2=McKinley |first2=J. |datetitle=2018The TESOL Encyclopedia of English Language Teaching |titlechapter=Integration of contentContent and languageLanguage learningLearning |date=2018 |url=http://www.englishappliedlinguistics.com/uploads/2/4/1/9/2419477/integration_of_content_and_langauge_tesol_encyclopedia_author_version.pdf |url-status=dead |journal=TESOL Encyclopedia of English Language Teachingusurped |volume=1 |pages=1–13 |doi=10.1002/9781118784235.eelt0634 |isbn=9781118784228 |archive-url=https://web.archive.org/web/20180111052655/http://www.englishappliedlinguistics.com/uploads/2/4/1/9/2419477/integration_of_content_and_langauge_tesol_encyclopedia_author_version.pdf |archive-date=11 January 2018 |accessdate=10 January 2018}}</ref> is an approach for [[Language learning|learning]] content through an [[additional language]] ([[Foreign language|foreign]] or [[Second language|second]]), thus [[Language teaching|teaching]] both the subject and the language.

==CLIL origin==

The term '''CLIL''' was created in 1994 by [http://clil-cd.ecml.at/Team/Teammember4/tabid/941/language/en-GB/Default.aspx David Marsh] as a methodology similar to but distinct from [[language immersion]] and [[content-based instruction]]. The idea of its proponents was to create an "umbrella term" which encompasses different forms of using language as the medium of instruction.<ref>{{cite web | url=http://www.onestopenglish.com/clil/what-is-clil/ | title=What is CLIL? | work=Onestopenglish | accessdate=14 September 2016}}</ref> The methodology has been applied in a business context in many countries and widely accepted as an effective approach. In Italy, for example, it is being used as an accelerated method to teach management concepts in English to business people. Among CLIL's proponents and practitioners there is Maurizio Morselli, a Human Resources professional and Executive Coach, who believes that "this hybrid immersion approach produces a lot more immediate results and it appeals to self-motivated adult audiences who possess a basic knowledge and understanding of the target language". While being certainly interesting and providing a precious model of good practice, this experience shows that "there is validity in the belief that CLIL is an elite phenomenon [...]. It comes as no surprise that one of the current strands of international CLIL research stems indeed from the urgency to address issues of power and inequality [...]. The heterogeneity that has characterised the implementation of CLIL since its inception in Italy risks exacerbating this situation, with areas of the country that are more developed both linguistically and socio-economically reaping the greatest benefits of the approach."<ref>{{Cite book |lastlast1=Aiello |firstfirst1=J. |title=The Routledge Handbook of Content and Language Integrated Learning |last2=Di Martino |first2=E. |date=2023 |publisher=Routledge |editor-last=Banegas |editor-first=D. L. |___location=London |pages=419–432 |chapter=CLIL in Italy |editor-last2=Zappa-Hollman |editor-first2=S.}}</ref>

==CLIL and language immersion==

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==CLIL objectives==

CLIL objectives are varied, but among the most relevant ones the following can be pointed out:<ref>{{Cite book |lastlast1=Coyle |firstfirst1=D. |title=CLIL: Content and Language Integrated Learning |last2=Hood |first2=P. |last3=Marsh |first3=D. |date=2010 |publisher=Cambridge University Press |___location=Cambridge}}</ref> To improve the educational system. To establish the necessary conditions that will allow students to achieve the appropriate level of academic performance in CLIL subjects. To improve students' proficiency in both their mother tongue and the target language, attaching the same importance to each. To develop the intercultural understanding. To develop social and thinking skills.

CLIL advocates claim that this educational approach:<ref>{{Cite book |lastlast1=Lorenzo |firstfirst1=F. |title=Educación bilingüe. Integración de contenidos y segundas lenguas |last2=Trujillo |first2=F. |last3=Vez |first3=J. M. |date=2011 |publisher=Síntesis |___location=Madrid}}</ref> Improves L1 and L2 development. Prepares students for the globalized world. Increases students' motivation to learn foreign languages. Promotes the learning of a more extensive and varied vocabulary. Enhances students' confidence in the target language. Improves language competence in the target language, CLIL being more beneficial than traditional foreign language teaching courses. Helps develop intercultural competence.

==CLIL in English as an international language==

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===Multiplicity of terms===

The multiplicity of terms used to refer to instructional approaches for the integration of content and language learning (immersion, CBI, CBLT, CLIL, EMI) can be a source of confusion in EIL studies, although they all commonly share the purpose of additive bilingualism via a dual focus on content and language learning. Debate continues about the extent to which immersion, CBLT, CBI, and CLIL are different, similar, or the same. Some argue that CLIL represents an appropriate umbrella term that can be used to house various approaches towards content integration (e.g., immersion is a type of CLIL), where terms can be used interchangeably (e.g., CLIL and CBI are the same concept with a different name).<ref name="Cenoz">{{Cite journal |lastlast1=Cenoz |firstfirst1=J. |last2=Genesee |first2=F. |last3=Gorter |first3=D. |date=2014 |title=Critical Analysis of CLIL: Taking Stock and Looking Forward |journal=Applied Linguistics |volume=35 |issue=3 |pages=243–262 |doi=10.1093/applin/amt011}}</ref> However, others argue that CLIL and CBI represent very different concepts, where CLIL represents the intersection between content and language from the content perspective (i.e., CLIL happens in content classes), while CBI is an attempt at responding to the content needs of learners in language classes.<ref name="Dalton-Puffer">{{Cite journal |lastlast1=Dalton-Puffer |firstfirst1=C. |last2=Llinares |first2=A. |last3=Lorenzo |first3=F. |last4=Nikula |first4=T. |date=2014 |title="You Can Stand Under My Umbrella": Immersion, CLIL and Bilingual Education. A Response to Cenoz, Genesee & Gorter (2013) |journal=Applied Linguistics |volume=35 |issue=2 |pages=213–218 |doi=10.1093/applin/amu010}}</ref>

The similarities (and variability) between approaches lead to circular arguments about whether the key features of one approach are also shared by others (e.g., immersion and CLIL), and therefore they are indistinguishable. In some ways, this is an inevitable result of terms being used outside of academia, by educators applying ideas from one context to another,<ref name="Dalton-Puffer" /> and the lines of demarcation become more unclear as approaches are transported to different countries and contextualized to meet different learning situations.<ref name="TESOL" />

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==External links==

*[http://ec.europa.eu/education/languages/language-teaching/doc236_en.htm European commission CLIL site]

*{{usurped|1=[https://web.archive.org/web/20160517045532/http://e-clil.uws.ac.uk/ ECLIL website]}}

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