Content and language integrated learning: Difference between revisions

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==CLIL objectives==

CLIL objectives are varied, but among the most relevant ones the following can be pointed out (Coyle et al., 2010):<ref>Coyle, D., Hood, P. & Marsh, D. (2010). CLIL. Cambridge: C.U.P.</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 (Lorenzo et al., 2011):<ref>Lorenzo, F., Trujillo, F. & Vez, M. (2011). Educación bilingüe. Integración de contenidos y segundas lenguas. Madrid: Síntesis.</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 that traditional foreign language teaching courses. Helps develop intercultural competence.

==CLIL in English as an international language==