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Issabekova, G., and N. Duisenova. "Austrian experience of content and language integrated learning (CLIL)." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 189–97. http://dx.doi.org/10.31489/2020ped4/189-197.
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The article reviews and analyses the Austrian practice of CLIL technology as an innovative form that meets the requirements and challenges of modern society. Based on their scientific and practical experience and ex-change of experience with Austrian scientists, experts and practitioners, the authors make a historical and lin-guistic overview of the implementation of subject and language integrated learning in Austrian school prac-tice, analyze the prerequisites of the CLIL in the educational system, goals and structure of the CLIL. The bi-lingual schools and bilingual lessons are individual and aotonomous initiative of schools schools and the main prerequisite is the subject-linguistic competence of the CLIL teachers and the availability of subject materials in a foreign language. The reasons for the diversity of the subject-linguistic combination in the school, the ad-aptation of the CLIL models to the school type, the subject-language curriculum, the study group and the school situation are analysed. The concept of continuous education of teachers' colleges under the CLIL pro-gramme for teachers involved in the implementation of the cross-curricular approach is presented. Ensuring language/linguistic diversification through forms of correct application of a foreign language as the object of classical language education and as a language of instruction is seen as an advantage.
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Shykun, Alla. "Content and language integrated learning: enhancing language acquisition and content understanding." International Science Journal of Education & Linguistics 2, no. 4 (2023): 39–44. http://dx.doi.org/10.46299/j.isjel.20230204.05.
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Content and Language Integrated Learning (CLIL) is an educational approach that integrates the teaching of content subjects with the learning of a foreign or second language. This article explores the concept of CLIL, its benefits, and provides evidence-based citations to support its effectiveness in language acquisition and content understanding. The benefits of CLIL include enhanced language acquisition, improved content understanding, increased motivation and engagement, and the development of cultural and intercultural competence. Research has shown that CLIL students demonstrate improved language proficiency in all language skills, including listening, speaking, reading, and writing. CLIL also facilitates a deeper understanding of academic content by allowing students to explore complex topics using authentic language. Furthermore, CLIL programs promote active learning and intrinsic motivation, as students perceive the relevance and utility of the language being learned. The integration of language learning with content subjects creates opportunities for cultural and intercultural competence development, as students are exposed to diverse perspectives and collaborate with individuals from different linguistic backgrounds. Multiple studies have provided evidence supporting the effectiveness of CLIL. Research has consistently shown that CLIL programs result in significant improvements in language proficiency, both in receptive and productive skills. Additionally, CLIL students have demonstrated higher levels of motivation and engagement compared to those in traditional language learning settings. The findings from these studies highlight the positive impact of CLIL on language acquisition and content understanding. As the demand for multilingual individuals continues to grow in our interconnected world, CLIL stands as a valuable educational approach that equips learners with language skills and subject knowledge simultaneously. This article serves as a comprehensive overview of CLIL, providing educators, researchers, and policymakers with insights into the benefits and evidence supporting the implementation of CLIL programs in educational settings.
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Artikova, Makhim. "Implementing Content And Language Integrated Learning (CLIL) In Secondary Schools." American Journal of Social Science and Education Innovations 02, no. 11 (2020): 253–60. http://dx.doi.org/10.37547/tajssei/volume02issue11-45.
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This paper aims to give information about the benefits and stages of implementation of Content and Language Integrated Learning (CLIL) in secondary schools. It focuses on the objectives and implementation stages of the CLIL, target language skills, assessment, feedback, and dual-subject knowledge in this approach. It further states the benefits of applying CLIL in preparing students for 21- century skills (Critical Thinking, Problem Solving, Decision making, Creativity, Collaboration, Communication), international standardized exams such as IELTS, TOEFL, and large-scale international assessments (PISA, and TIMSS).
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Madaminova, Moxlaroyim Rustambek qizi. "CONTENT AND LANGUAGE INTEGRATED LEARNING IN BILINGUAL." ACADEMIC RESEARCH IN MODERN SCIENCE 1, no. 12 (2022): 41–44. https://doi.org/10.5281/zenodo.7039801.
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article explores Content and Language Integrated Learning,benefits of CLIL coaching,what are the blessings of being bilingual,what are the advantages of CLIL method,how can instructors and colleges get the advantages of CLIL.
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Ahmadova, Fagana. "Content and language integrated learning (CLIL)." Filologiya məsələləri Journal of Philological Issues, no. 7 (2024): 183. http://dx.doi.org/10.62837/2024.7.183.
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Busse, Vera. "CLIL: Content and Language Integrated Learning." System 39, no. 1 (2011): 123–25. http://dx.doi.org/10.1016/j.system.2011.01.001.
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Paran, A. "CLIL: Content and Language Integrated Learning." ELT Journal 67, no. 1 (2012): 137–41. http://dx.doi.org/10.1093/elt/ccs072.
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Fernández Fernández, Raquel. "CLIL. Content and Language Integrated Learning." Pulso. Revista de educación, no. 33 (October 30, 2010): 241–43. http://dx.doi.org/10.58265/pulso.5026.
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Rafailovna, Tashmatova Gulnara. "Theoretical Rationale For Content-Language Integrated Learning (Clil) In Educational Institutions." American Journal of Social Science and Education Innovations 03, no. 06 (2021): 118–22. http://dx.doi.org/10.37547/tajssei/volume03issue06-20.
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The article under discussion reveals the issues of theoretical rationale for content-language integrated learning (CLIL) in educational institutions. The author of the article consider that CLIL as an educational approach serves to maintain linguistic diversity as well as a powerful tool that has a significant impact on the process of learning a foreign language. Moreover, CLIL is an innovative approach to learning, creating a holistic, dynamic and stimulating learning environment. The approach under consideration expands didactic possibilities of the traditional educational curriculum, namely, not to teach each subject separately, but to integrate subjects with others.
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Hunter, Moira, and Gale Parchoma. "Symposium 3: Content and Language Integrated Learning." Proceedings of the International Conference on Networked Learning 8 (October 14, 2024): 514–21. http://dx.doi.org/10.54337/nlc.v8.9129.
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European policies mandate encouraging plurilingualism in a digitally enhanced world. This mandate is placing increased demands on higher educational practitioners and institutions to prepare today’s learners with new linguistic skills. Content and Language Integrated Learning (CLIL) policy appears to resonate strongly with European aspirations and goals of educating citizens and promoting lingual diversity, pluriculturism, and mobility within the European Union. Whilst offering a potential solution through the interweaving of content and language in a dual-focused educational approach, CLIL is at risk of becoming a ‘buzz word’ without evidence-based research on emerging CLIL practices. This paper suggests a framework for practice-based research in the initial steps of CLIL implementation into HE curriculum and considers expansive learning theory as a theoretical and analytical framework to advance knowledge creation. The deliberate construction of a transciplinary networked learning community is advanced as the outcome and vehicle as the first initiative for CLIL implementation. The partnering and convergence of the knowledge expertise of language experts and subject experts in collaborative reflective practice enhances networked learning within and beyond the institutional boundaries, professional development and learner multiliteracies, including languages, culture, content and digital media. The context for this study is within tertiary architectural education in France where students study architecture in the first language, French, and Language and Communication Skills in the additional language of English as a separate discipline. This lack of convergence appears at odds with the emerging trend and evolution of transdisiplinarity in architectural education and practice where academia and associated professions of architecture, design and engineering increasingly teach, practice and research collaboratively. This desk-based research first examines the significance of CLIL in the European context, its variants, along with the challenges and drawbacks in crossing disciplinary boundaries. The implications for language and disciplinary practitioners and their role are discussed. Transdisciplinary collaborative work, teaching and learning can bridge language and knowledge barriers between the different disciplines in and through the fusion of language learning of, for, and through the languages of architectural practice and content, leading to innovation in curriculum development. Relational agency, in other words calling on the capacity of individuals to jointly work and learn with other practitioners, pedagogies, theories and resources distributed within institutional settings, given that a supportive learning community is possible, can lead to enhanced professional agency, in other words the capacity to act effectively informed by appropriate professional knowledge.. This paper concludes that further research is needed on relational agency within collective activities, such as networked learning communities to advance CLIL implementation.
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Dalton-Puffer, Christiane, and Ute Smit. "Content and Language Integrated Learning: A research agenda." Language Teaching 46, no. 4 (2013): 545–59. http://dx.doi.org/10.1017/s0261444813000256.
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While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to CLIL realities, but so far underrepresented in the literature. These are, firstly, policy issues, comprising policy statements as well as stakeholders’ perceptions of CLIL and its success; secondly, classroom discourse as the prime site for the investigation of CLIL practices and their implications for the learning process; and, thirdly, classroom pedagogy, with the focus on potential differences between CLIL and non-CLIL settings.
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Ciel Hu, Hengzhi. "Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations." Language Value 15, no. 2 (2022): 112–17. http://dx.doi.org/10.6035/languagev.6618.
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It is not surprising that as we come upon the thirtieth anniversary of the birth of Content and Language Integrated Learning (CLIL), this young pedagogical approach is still a complicated phenomenon, with a wide variety of issues in every aspect of education remaining to be addressed. CLIL assessment is one of them. Although over a decade has passed since Coyle et al. (2010) necessitated an explicit understanding of the assessment process in CLIL, “the variety and depth of issues that remain on the CLIL agenda suggest more research on CLIL assessment is indeed needed before future research can offer clear and workable solutions for both teachers and students” (De Angelis, 2021, p. 32). To this end, the book entitled Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations is a timely response, both in scope and usefulness. It is a successful compilation of papers, which link various theoretical perspectives with different research paradigms and feature the discussion of classroom assessment aimed at improving the quality standard of education. The value of this volume is undeniable, and both researchers and educators can benefit from it, with a dialectical relationship established between research and classroom practices.
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Dalton-Puffer, Christiane. "Content-and-Language Integrated Learning: From Practice to Principles?" Annual Review of Applied Linguistics 31 (March 2011): 182–204. http://dx.doi.org/10.1017/s0267190511000092.
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This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners’ interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foregrounds a prototypical CLIL context (Europe) but also refers to work done elsewhere. The first part of the discussion focuses on policy issues, describing how CLIL practice operates in a tension between grassroots decisions and higher order policymaking, an area where European multi- and plurilingual policies and the strong impact of English as a lingua franca play a particularly interesting role. The latter is, of course, of definite relevance also in other parts of the world. The second part of the article synthesizes research on learning outcomes in CLIL. Here, the absence of standardized content testing means that the main focus is on language-learning outcomes. The third section deals with classroom-based CLIL research and participants’ use of their language resources for learning and teaching, including such diverse perspectives as discourse pragmatics, speech acts, academic language functions, and genre. The final part of the article discusses theoretical underpinnings of CLIL, delineating their current state of elaboration as applied linguistic research in the area is gaining momentum.
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LEVCHYK, IRYNA. "CONTENT-LANGUAGE INTEGRATED LEARNING IN THE CONTEXT OF EUROPEAN INTEGRATION." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2022): 169–76. http://dx.doi.org/10.25128/2415-3605.22.1.20.
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The conditions of formation of content-language integrated learning (CLIL) have been characterized with a number of theoretical and methodological factors, that have influenced the process of development from different perspectives. The origin of CLIL is connected with the prior methodological approach to second language acquisition – content based language instruction. It has been established with aim to reduce the gap in knowledge of English learners between spoken everyday English and Academic language. The reflection of the psycholinguistic views in CBI led to adoption of concepts of comprehensive output, input hypothesis and proximal zone of development in its subsidiary method (CLIL). Besides this, another methodology affecting formation of content-language integrated learning, known as “English for special purposes”, is also contextualized by specialty content, and they share common goals of learning. However, ESP keeps its focus on language, not content. The comparative analysis of CBI and ESP key features reveals the theoretical and methodological conditions of CLIL formation.
 The modified variations of CLIL approach, applied all over Europe like Bilingual Content Teaching, Bilingual Subject Teaching or Content-Based Language Teaching, relied on a common concept of learning a foreign language with a shift of focus from the language itself to the content expressed in this language. The bilingual model of education in European countries adopted the provisions of content-language integrated learning methods at the mainstream level in school education in France, Ireland, Finland, Estonia, Latvia, Poland, the Czech Republic, and it has been partially implemented within pilot projects in the UK, Spain, Germany, Italy and Sweden. The method was strongly supported by policy of the European Union and European Commission with an aim of promotion of language learning and linguistic diversity. The support of the European language policy and ideology was reflected in a number of projects launched in order to promote methods based on international cooperation, such as “Content and Language Integrated Learning in Germany” (CLILiG), as well as with the support of the Council of Europe “CLIL Quality Matrix” (2004) and the European Regional Action Scheme for the Mobility of University Students (ERASMUS).
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Zhou, Yongling. "A Scoping Review of Content-and-Language Integrated Learning." Frontiers in Science and Engineering 4, no. 7 (2024): 1–6. http://dx.doi.org/10.54691/k5b50003.
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As plurilingualism highlights the need for greater attention to foreign and second language learning, it gives rise to CLIL development. Using scoping review methodology, this paper aims to elaborate the pedagogy by providing an overview of the contexts, theoretical basis, two focus areas of CLIL research, and evaluation of CLIL. The findings highlight that learners can gain a range of benefits in CLIL classroom like cognitive development, improvement of language knowledge and skills, and increased learning motivation, while CLIL posed challenges to CLIL teachers, learners, and teaching materials. Therefore, teachers should enhance their knowledge and skills to choose and decide suitable teaching materials and to help learners gain language and content knowledge in CLIL class.
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Fedotova, Nina Leonidovna, and Jiexia Shi. "Content and language integrated learning (CLIL) in foreign language teaching methodology." Journal of Pedagogical Innovations, no. 1 (March 31, 2022): 38–48. http://dx.doi.org/10.15293/1812-9463.2201.05.
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The article presents CLIL as a problem-solving method for non-philological students in the process of forming professional competence. Different definitions of the concept of CLIL are considered, the features of content and language integrated learning in foreign language teaching methodology are analyzed based on the opinions of a number of scientists and comparison between CLIL and the similar term CBI. The main components of CLIL – 4C are highlighted: content, communication, cognition and culture, as well as the three types of language associated with it, including language of learning, language for learning and language through learning. In addition, the advantages of CLIL in terms of the materials used in lessons, the instrumental nature of the foreign language, and the development of students’ linguistic personality and abilities are described. The main idea of the article is that CLIL can be used as an effective tool for teaching foreign language to non-philological students due to its features and advantages over traditional education. The purpose of this article is to clarify the concept of CLIL in foreign language teaching methodology and to deepen its understanding in order to properly use it in special subject lessons to enhance the quality of teaching foreign non-philological students. CLIL is considered promising in foreign language teaching.
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Šulistová, Jindřiška. "The Content and Language Integrated Learning Approach in Use." Acta Technologica Dubnicae 3, no. 2 (2013): 47–54. http://dx.doi.org/10.1515/atd-2015-0018.
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Abstract The article briefly introduces the CLIL method and its use. The paper explains the terms hard CLIL and soft CLIL. Next, it deals with CLIL specifics, possible advantages and disadvantages. The competence and educational requirements on teachers are mentioned, too. This contribution also contains a sample lesson of recruitment.
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Sudarso, Hendra, Safitri Era Globalisasi, and Haris Dibdyaningsih. "Implementation of the CLIL (Content and Language Integrated Learning) Approach in English Language Learning." Global International Journal of Innovative Research 2, no. 10 (2024): 2315–30. http://dx.doi.org/10.59613/global.v2i10.329.
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This study examines the implementation of the Content and Language Integrated Learning (CLIL) approach in English language education, focusing on its effectiveness in enhancing both language proficiency and content comprehension. CLIL, which combines subject matter with language instruction, provides a dual-focused educational framework that supports the development of academic content knowledge while improving language skills. Key aspects of CLIL highlighted in this research include the integration of content and language, the necessity of teacher training and professional development, and the impact on student engagement and learning outcomes. The findings suggest that while CLIL offers significant benefits, such as increased student motivation and improved language skills, it also presents challenges, particularly related to teacher preparedness and resource development. Addressing these challenges through targeted professional development and appropriate resource allocation is essential for the successful implementation of CLIL. The study concludes that CLIL is a promising approach for enhancing English language learning, provided that its implementation is carefully managed and adequately supported.
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Hussain, Syed Sarwar. "Content and Language Integrated Learning (CLIL) in ELT as a Link between Language Learning and Content Development." Arab World English Journal 13, no. 2 (2022): 386–400. http://dx.doi.org/10.24093/awej/vol13no2.26.
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Content and Language Integrated Learning signifies studying a core subject (Mathematics, Physics, Chemistry, Engineering and so on) while simultaneously studying a language. It means integrating the two, with each serving the purpose of the other. Content and Language Integrated Learning (CLIL) is increasingly being used worldwide as it centers not only on content but on content and language both at the same time. There is no language without content and there is no content without language. This quantitative study discusses the use of CLIL in English language teaching (ELT). It dissects how teachers’ training and experience affect content development. A t-test analysis was conducted to analyze the effect of teachers’ training and teaching experiences on the use and impact of Content and Language Integrated Learning. The t-test analysis carried out for this study revealed that there was no significant relationship between teachers’ training programme and the use of CLIL (P<0.05), and teacher’s experience and the impact of CLIL (P<0.05). But the results achieved in this study invariably show that a majority of teachers have found that on-the-job, in-service CLIL teachers training program had hugely and positively affected their teaching performance and the language accomplishments of their English language students. And this was the central goal or purpose for which the present study was conducted. Therefore, this study recommends on-the-job, in-service CLIL training for teachers which will ensure that they remain in touch with the global trends of CLIL in ELT.
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Uyun, Aip Syaepul, Lisnawati Lisnawati, and Anisa Nazwa Salsabila. "Socialization of the Content Language Integrated Learning (CLIL) Program in Learning." JUPE : Jurnal Pendidikan Mandala 9, no. 4 (2024): 852. https://doi.org/10.58258/jupe.v9i4.7661.
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This article discusses the application of the Content and Language Integrated Learning (CLIL) approach to improve English language skills in Indonesia, especially in rural areas. The low level of English proficiency in Indonesia, as reported by Education First (EF), shows that this ability is still a major challenge, especially in schools with limited resources. In the Community Service (PKM) activity carried out at Madrasah Aliyah Arrahman Nasol Cikoneng Ciamis, the CLIL approach was introduced through a seminar to policy makers and teachers, with the aim of improving the effectiveness of English language learning. The PKM method consists of three main stages: initial assessment, seminar implementation, and evaluation. The results of this program show that CLIL, which integrates language learning and academic content, not only increases students' motivation but also creates a supportive learning environment. Thus, CLIL has the potential to be a sustainable learning strategy to overcome barriers to teaching English in rural settings and improve students' English language skills.
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Gil-López, Víctor, Sixto González-Víllora, and David Hortigüela-Alcalá. "Learning foreign languages through content and language integrated learning in physical education: A systematic review." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 35 (January 31, 2021): 165–82. http://dx.doi.org/10.30827/portalin.v0i35.15785.
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The goal of this systematic review was to describe and assess studies that used content and language integrated learning (CLIL) programmes to teach a foreign language via physical education in a school setting. 35 articles met the selection criteria. Results consisted of two types of studies: (a) Low-intensity CLIL programmes (only the physical education subject was used) and (b) High-intensity CLIL programmes (various academic subjects were combined). No studies were found in the preschool education stage. Most of the research was implemented in Spain. Games and sports were the most frequently used contents, and English was the most commonly used foreign language. High-intensity CLIL programmes improved student’s overall proficiency in a foreign language at a higher level. Finally, it is not clear if physical education classes conducted using CLIL have a positive or negative effect on students’ moderate-to-vigorous physical activity (MVPA) levels.
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Song, Jie. "Telecollaborative Task Design in a Content-Language-Integrated-Learning Context： Content, Communication, Cognitive, Culture." Contemporary Education and Teaching Research 5, no. 2 (2024): 55–60. http://dx.doi.org/10.61360/bonicetr242015870202.
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This study explores approaches on telecollaborative task design in a Content-Language-Integrated-Learning (CLIL) context for language courses. This study discusses integration of task-based telecollaboration into a CLIL course and concludes feasible guidelines on the task design in terms of content, communication, cognitive and culture. The results of the study may give insights for telecollaborative teaching practitioners.
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Tarabar, Aida, and Vildana Neslanović. "Thinking skills in content and language integrated learning." Zbornik radova 19, no. 19 (December 15, 2021): 489–504. http://dx.doi.org/10.51728/issn.2637-1480.2021.19.
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Educational approach known as Content and Language Integrated Learning (CLIL) has become one of the most popular approaches in foreign language teaching, especially in countries with developed educational systems. One of its main aims is to help learners develop thinking skills through their simultaneous studying of the foreign language and the content of a particular subject. Since CLIL promotes the development of cognitive skills, many researchers and psychologists proposed a variety of techniques and activities which could be used for this purpose. Some of these techniques shall be discussed in this paper, along with the ways of applying them at different levels of education. Key words: CLIL, education, thinking skills, techniques
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Korenieva, I., and S. Levchenko. "Content Language Integrated Learning (CLIL) of foreign students in the process of pre-university training." New Collegium 1-2, no. 107 (2022): 64–67. http://dx.doi.org/10.30837/nc.2022.1-2.64.
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The topical issue of today is the integration of CLIL into pre-university training of foreign students in Ukraine, as recently specialists in foreign languages are highly valued. In this regard, integrated learning of foreign languages and professional disciplines (subject-language integrated learning – Content Language Integrated Learning) has been actively developed. The basic principles of CLIL are considered, namely: what it is based on and how learning takes place. The purpose of training is formulated. The characteristics of CLIL are given: hard CLIL and soft CLIL. The CLIL lesson illustrates the various means of classroom activities and the elements that make the CLIL lesson interesting, which increases the level of motivation and involvement of students.
 The current state and problems of translation and teaching of subjects for the preparation of foreign medical students in English are analyzed. The advantages of using CLIL are revealed, namely: continuity of education, learning and improving the language naturally, improving the quality of education, training language skills, etc. The difficulties and shortcomings of using CLIL are analyzed: imperfect English language proficiency by subject teachers, low level of English language proficiency by students.
 The historical aspects of language translation and current use of SAT tools for automated translation by teachers are considered: principles of work and advantages. The variety of existing SAT technology programs is analyzed and the advantages of using SmartCAT program are substantiated. A number of problems related to the teaching and methodological support of subjects studied in a foreign language are considered. It is concluded that language can be not a goal, but a means of learning another subject, but only if the teacher uses the tools of subject-language integrated learning.
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Paudel, Ganga Ram, Bharat Prasad Neupane, Laxman Gnawali, and Sagun Shrestha. "English Language Teachers’ Perceptions and Understanding of Content and Language Integrated Learning." ELE Praxis 1, no. 1 (2024): 59–77. http://dx.doi.org/10.51474/elepraxis.v1i1.559.
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Content and Language Integrated Learning (CLIL) focuses on content and language objectives in teaching and learning activities. The study has explored the English language teachers’ perceptions of the Content and Language Integrated Learning (CLIL) approach in the context of English language classrooms conducted in urban secondary schools in Kaski, Nepal. The study utilizes the narrative inquiry research design, remaining under the interpretive paradigm of the research. Four English teachers from different schools participated in this exploration, providing valuable insights that followed a systematic process to collect and analyze data. In-depth interviews using open-ended questions allowed for a comprehensive exploration of their perceptions. The study uncovered a multifaceted picture of English language teachers' perceptions of implementing CLIL. Teachers expressed varying awareness of the CLIL approach, highlighting the importance of training and continuing support for professional development. Challenges identified include a lack of training, insufficient CLIL materials, and low English language proficiency among students, hindering effective CLIL instruction. The study suggests that strengthening teacher training, resource allocation, and classroom management strategies can create a more conducive learning environment, fostering the successful integration of the CLIL approach in English language classes. The findings suggest the active involvement of educational authorities in addressing these challenges and promoting the effective use of CLIL for improved language instruction and classroom engagement.
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Rodríguez Bonces, Mónica. "CLILL: Colombia Leading into Content Language Learning." Íkala, Revista de Lenguaje y Cultura 16, no. 2 (2011): 79–89. http://dx.doi.org/10.17533/udea.ikala.9912.
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Content and Language Integrated Learning (CLIL) has been adopted by many nations as a methodology to reach bilingualism. Nonetheless, the implementation of CLIL in Colombia goes beyond teaching a core area in English. It implies a long process, including multiple factors to achieve success. This article presents a general background of the process of bilingualism in Colombia and how different kinds of institutions approach this governmental policy through a critical reflection. The paper presents the challenges when adopting Content and Language Integrated Learning (CLIL) as a strategy to achieve bilingualism. Four key aspects are described to reach the goal of having a bilingual territory: language learning approach, teacher training, development of materials, and cultural and intercultural competence. It is argued that bilingualism may be achieved in the long term by addressing these four aspects when implementing CLIL.
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Lasagabaster, David. "Integrating content and foreign language learning." Journal of Immersion and Content-Based Language Education 5, no. 1 (2017): 4–29. http://dx.doi.org/10.1075/jicb.5.1.01las.
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Content and language integrated learning (CLIL) programmes have recently gained momentum in many European countries in the belief that students will significantly improve their foreign language proficiency while content learning is not negatively affected. Based on a longitudinal qualitative approach, this article focuses on students’ reflections on their experience with CLIL. Previous studies have shown that students are able to reflect on organizational conditions and their learning process, while their reflections allow researchers to identify some of the key elements in students’ beliefs. Through focus groups carried out over a three-year period, this study gathers secondary education students’ reflections on their motivational stance, the CLIL experience, and the use of their linguistic repertoire in the CLIL classroom. By tapping into students’ language beliefs, reflections, and motivation, a clearer picture of CLIL settings will be available by bringing to light both the strengths and weaknesses of these programmes.
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Paran, Amos. "Content and Language Integrated Learning: Panacea or Policy Borrowing Myth?" Applied Linguistics Review 4, no. 2 (2013): 317–42. http://dx.doi.org/10.1515/applirev-2013-0014.
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AbstractThis paper examines the spread of Content and Language Integrated Learning (CLIL) through a number of lenses. It argues that the supporters and promoters of CLIL position it as a near-panacea and attribute to it a large number of benefits, not all of which are supported by research. Looking at the issues arising from recent attempts to define CLIL, the paper proposes a distinction between weak and strong CLIL. The paper points to the lacunae in the research into CLIL, and suggests that these gaps are the result of educational policies that privilege a second language over other curricular subjects. Looking at the contexts where CLIL seems to succeed, as well as places where such teaching has been acknowledged to fail, it emerges that success is often connected to a high level of student selection on a number of criteria, as well as a high level of investment in teachers and teaching, and that CLIL often privileges those students who are already high achievers both in language and content. The paper then looks at the way in which the spread of CLIL policies can be understood through theories of policy borrowing and educational transfer.
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Ahmad Fauzi. "Content and Language Integrated Learning Berbasis Collision Regulation 1972." Hengkara Majaya 3, no. 2 (2023): 45–50. http://dx.doi.org/10.61759/hmj.v3i2.45.
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Proses pengujian yang baik, kreatif dan dinamis berpengaruh signifikan terhadap penetapan tingkat kompetensi. Pengujian yang baik akan dapat mempermudah pencapaian tujuan pembelajaran. Salah satu metode yang tepat untuk digunakan dalam menguji tingkat kompetensi Taruna dalam SMCP sebagai standar komunikasi dalam pelayaran adalah CLIL. SMCP digunakan untuk menjamin agar awak kapal, operator VTS (Vessel Traffic Service), Pilot Station dapat berkomunikasi menggunakan prosedur, phrase dan maritime terminolpgy dengan benar sesuai standar yang ditetapkan. Penelitian ini mengembangankan CLIL sebab metode ini efektif untuk memperbaiki proses pembelajaran. Penelitian ini melakukan analisis tentang bagaimana pengembangan pengujian SMCP berbasis Collision Regulation 1972 menggunakan CLIL yang dikembangkan. Metode penelitian yang digunakan adalah metode penelitian deskriptif kualitatif Pengujian menggunakan CLIL yang diiintegrasikan dengan mata kuliah profesi secara simultan terbukti menstimulasi Taruna dalam menunjukkan komptensi SMCP karena content pengujian berhubungan dengan kompetensi lain dalam profesi pelayaran. Melalui CLIL diketahui bahwa taruna kompeten dalam prosedur olah gerak kapal, mengetahui Maritime Terminology dan dapat meyusun kalimat dalam Maritime English pada situasi Crossing Situation, Head On situation, dan Overtaking sesuai Collision Regulation 1972.
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Lingli, Li, Huang Fuquan, Chen Siyu, Pan Leiqiong, Zeng Wenjie, and Wu Xiaoqi. "Exploring the curriculum development in content and language integrated learning: A systematic review." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 1102–13. https://doi.org/10.11591/ijere.v9i4.20705.
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Content and language integrated learning (CLIL) is a booming innovation pervading many educational settings. The global spread of CLIL is being practiced in classrooms the world over. Nevertheless, there is still a lack of systematic curricula for CLIL, despite its widespread adoption. Furthermore, the majority of teachers are implementing CLIL without the support of suitable published materials or resource banks. To explore and explain the curriculum development in CLIL, 281 studies from 2009 to 2019 were reviewed systematically, focusing on peer-reviewed English-language journals. We identified studies through using 'Content and Language Integrated Learning' and CLIL as the search terms in the ProQuest Research Library and EBSCO host databases. Selected articles were organized into five inquiry areas and analyzed thematically, inspired by the curriculum development model proposed by Pawlas and Oliva: 1) CLIL philosophy; 2) CLIL goals; 3) CLIL plan; 4) CLIL implementation; and 5) CLIL evaluation. Based on these themes, Boyer's scholarship of integration was introduced to propose a holistic model for CLIL curriculum development.
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Orzikulova, Mavsuma Mamatkulovna. "IMPROVING SPEAKING SKILLS THROUGH CONTENT LANGUAGE AND INTEGRATED LEARNING." GOLDEN BRAIN 1, no. 3 (2023): 13–19. https://doi.org/10.5281/zenodo.7600468.
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<em>The article gives information about the meaning and usage of CLIL, how CLIL helps to develop the class, aim of the subject, benefits of Content language integrated learning, ways of improving speaking skills by the help of content language and integrated learning. </em>
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Stupak, K. Ye. "Content and Language Integrated Learning (CLIL): present and future (as a Finnish innovation)." Science and Education a New Dimension IX(256), no. 100 (2021): 34–38. http://dx.doi.org/10.31174/send-pp2021-256ix100-07.
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The paper considers Content and Language Integrated Learning (CLIL) as one of the approaches to achieve the purpose of learning foreign languages, represented in the Common European Framework of Reference for Languages adopted by the Council of Europe in 2001. To acquire a language means not merely to obtain communication skills in one, two or even three languages, studied separately, but “to develop a linguistic repertoire in which all language skills are present,” as mentioned in the European Recommendations on Language Education. People who possess even little knowledge can achieve a certain level of communication proficiency using all their linguistic “tools”, experimenting with alternative forms of expression in different languages and dialects, using paralinguistic means (mimics, gestures, facial expressions, etc.) and radically simplifying their use of language [1; P. 19]. Researchers in Finland, whose success in the education system is recognized worldwide, are searching for methods and approaches to achieve this purpose of foreign language education. One of their attempts is Content and Language Integrated Learning (CLIL). The paper reveals: the history and the origins of CLIL. According to C. Nieminen it includes the method of immersion, created and widely used in Canada. This research also outlines the advantages and factors limiting the usage of CLIL, as well as the prospects for further implementation of this approach to the study of foreign languages in different countries. In Ukraine this training method has not yet become widely applied, only some cases of CLIL implementation take place in specialized schools and in higher education institutions at foreign language departments. Therefore, according to national scholars Ukraine focuses on improving the level of foreign language proficiency, profound research and implementation of the CLIL methodology in schools and higher education institutions all over the country.
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Baheti, Indu, and Parul Sood. "Synthesizing Different Aspects of Content and Language Integrated Learning(CLIL)." ECS Transactions 107, no. 1 (2022): 8441–47. http://dx.doi.org/10.1149/10701.8441ecst.
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Though Content and Language Integrated Learning (CLIL) approach is not new to teaching - learning process, yet there is dire need to explore different aspects of CLIL intensively for withstanding results. This paper reviews research in primary, secondary and higher education contexts from 2015 to 2020. A review of methodologies, findings, their impact on teaching - learning process and the assessment criteria used, are discussed. This paper may help to outline CLIL research in European context up till now, highlighting the gaps which need to be explored for enhancing CLIL as a second language acquisition approach through content learning.
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Sapkota, Tara. "Content and Language Integrated Learning for Nepalese EFL classes." Journal of NELTA 20, no. 1-2 (2018): 71–79. http://dx.doi.org/10.3126/nelta.v20i1-2.19779.
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A common understanding of teaching English in Nepalese context implies teaching the prescribed textbook lessons and learning means following the teachers’ instructions. The school on the one hand, grades the students’ achievement according to the score they have scored. The parents, on the other, evaluate their children’s learning according to how beautifully they have written on their notebooks and how fluently they speak in English. This traditional practice of teaching and evaluating learners has paralyzed our system of teaching and learning. Therefore, it is high time we shift our practices to a more productive approach to teaching. Content and Language Integrated Learning (CLIL) meets the present needs. This paper deals with the ways CLIL is useful to the Nepalese context. In addition, it also puts light on the materials used in CLIL lessons, teacher’s and students’ roles and assessment in CLIL. Journal of NELTA, Vol 20 No. 1-2, December 2015, Page: 71-79
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LYSAK, HALYNA. "CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): RESEARCH INTO ITS EFFICACY AND APPLICATION IN EDUCATION ACROSS EUROPE AND BEYOND." Comparative Professional Pedagogy 14, no. 1 (2024): 80–87. http://dx.doi.org/10.31891/2308-4081/2024-14(1)-10.
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Content and Language Integrated Learning (CLIL) is an educational approach that simultaneously teaches a non-language subject and a foreign language, enhancing both content knowledge and language skills. Originating in Europe, CLIL focuses on the 4Cs: content, communication, cognition, and culture, ensuring balanced subject matter and language proficiency. CLIL is distinct from bilingual or immersion education by its integrated approach. The Council of Europe supports CLIL to promote multilingualism and improve curricula quality. This study aims to analyze the foreign experience with CLIL, explore its didactic potential, and evaluate its implementation prospects in Ukraine. CLIL is characterized by integrating subject content with language learning, fostering language development through meaningful contexts, and enhancing cognitive skills like critical thinking and problem-solving. It also promotes cultural awareness and can be adapted to various educational contexts and proficiency levels. It has been defined that effective CLIL implementation requires trained teachers and appropriate materials. The methodology has spread across Europe, with various models tailored to different educational contexts. The Adjunct Model integrates language learning with subject teaching, the Embedded Model fully integrates language and content, and the Dual-Focus Model balances content and language objectives. Successful examples include bilingual schools in Hungary and long-standing practices in Bulgaria. The advantages of CLIL’s implementation have been defined. They include increased motivation, contextual language learning, preparation for a globalized world, and enhanced language proficiency. It also promotes content knowledge alongside language skills, offers international opportunities, and bridges language and content classes. However, challenges include the need for trained teachers, balancing content and language instruction, resource limitations, and large class sizes. Overcoming these challenges involves professional development, collaboration, material development, gradual integration, and using technology. The conclusion has been formulated that CLIL enhances language skills and subject knowledge, transforming educational approaches and improving learning outcomes.
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Oattes, Huub, Ron Oostdam, Rick De Graaff, Ruben Fukkink, and Arie Wilschut. "Content and Language Integrated Learning in Dutch bilingual education." Dutch Journal of Applied Linguistics 7, no. 2 (2018): 156–76. http://dx.doi.org/10.1075/dujal.18003.oat.
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Abstract This small-scale observational study explores how Dutch bilingual education history teachers (BHTs) focus on the L2 component in their CLIL-lessons. We observed and rated eight BHTs on five language teaching categories. Results show that Dutch BHTs focus more strongly on using the L2 to teach subject content and that they tend to be less engaged in teaching specific second language topics, such as focus on form or language learning strategies. Further results and suggestions for improving the BHTs’ L2 focus are discussed together with a plea for a CLIL definition that is more in line with the everyday reality of the CLIL classroom.
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Akumbu, Pius W., and Charlotte D. Simo. "Enhancing EFL Learning in Cameroon’s Language Centres through Content and Language Integrated Learning." Journal of English Language Teaching and Linguistics 3, no. 2 (2018): 163. http://dx.doi.org/10.21462/jeltl.v3i2.116.
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<p>This study seeks to determine how Content and Language Integrated Learning (CLIL), already applied successfully in other parts of the world, could be adapted to teaching English as a foreign language in language centres in Cameroon. The problem identified was the fact that 43 out of 64 students leave language centres with a lot of general English but with little or no language abilities relevant to their fields of experience, whether academic or professional. The results revealed that the implementation of CLIL had a positive impact on learners’ development of diverse skills necessary for their success in academic and/or professional settings since there was a remarkable improvement in students’ performance in the experimental group (93%) as opposed to the limited (lower) performance of the control group (56.4%), providing therefore factual evidence of the effectiveness of the CLIL approach over other conventional approaches in meeting students’ needs and interests after training.</p>
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Madaminova, Moxlaroyim Rustambek qizi. "THE IMPORTANCE OF CONTENT AND LANGUAGE INTEGRATED LEARNING IN TEACHING." МЕЖДУРОДНАЯ КОНФЕРЕНЦИЯ АКАДЕМИЧЕСКИХ НАУК 1, no. 26 (2022): 19–23. https://doi.org/10.5281/zenodo.7039836.
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CLIL- Content and Language Integrated Learning. 'CLIL is an approach in which a foreign language is used as a tool in the learning of a non-language subject in which both. language and the subject have a joint role.' ( Marsh in Coyle: 2006)
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Kovrigina, A. I., and I. N. Goryacheva. "Content and language integrated learning in bachelor programs in linguistics: Prospects and potentials." Humanities and Social Sciences. Bulletin of the Financial University 12, no. 6 (2023): 113–21. http://dx.doi.org/10.26794/2226-7867-2022-12-6-113-121.
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Communicative and active learning is recognized as a dominant didactic model in foreign languages teaching and learning paradigm, wherein Content and Language Integrated Learning (CLIL) seems to be very promising. The key principle of CLIL is its dual focus: learning a subject through a language and learning a language through a subject. The focus of a CLIL lesson is on the subject content, which students need not only to understand and learn, but to interiorize in a foreign language. Being placed in a specific cultural context, the content gains certain linguistic and cultural features which are country specific for each professional sphere. The article also addresses how the students develop Cognitive Academic Language Proficiency (CALP). The students not only master the subject but also improve foreign language skills by mastering lexico-grammatical patterns and discourse formulas focused on a specific subject area. Using several foreign languages (plurilingual approach) would allow the students to master the subject even more effectively.
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Sohn, Bong-gi, Pedro dos Santos, and Angel M. Y. Lin. "Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings." RELC Journal 53, no. 2 (2022): 355–70. http://dx.doi.org/10.1177/00336882221114480.
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Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited discussion that critically examines CLIL in relation to its core construct of integration between content and language learning. In particular, the phrasing of ‘content and language integrated learning’ gestures towards viewing language and content as separate entities. With these fundamental issues in mind, we discuss ways in which translanguaging pedagogies can provide a fruitful direction towards a critical integration of content and language learning in multilingual settings. With a view to contributing to a dynamic integration of content and language learning, we argue that CLIL pedagogies informed by translanguaging allow fluidity in meaning-making practices and critically re-examine the construct of language in CLIL. This approach responds to recent calls for more critical approaches to CLIL in order to challenge ‘English-only’/target-language-only pedagogies, ‘native-(English-)speakerism’, and unequal power relations between content and language teachers in many CLIL programs. Implications of this approach to CLIL classrooms in diverse settings are also discussed.
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Preksha, Ms, and Dr Kanwalpreet Kaur. "Integrating Hybrid Learning in Content and Language Integrated Learning (CLIL) approach for Enhanced Language Proficiency." International Journal of English Language, Education and Literature Studies (IJEEL) 3, no. 5 (2024): 103–9. http://dx.doi.org/10.22161/ijeel.3.5.10.
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In an era where education is increasingly defined by digital integration and flexibility, this study ventures into the intersection of two powerful pedagogical approaches- hybrid learning and Content and Language Integrated Learning (CLIL). The research examines how the fusion of these methods impacts the language proficiency of Class 8th students, providing a fresh perspective on modern educational strategies. Using a quasi-experimental design, the study assesses the language outcomes of students receiving hybrid CLIL instruction against those following traditional CLIL methods, focusing on key areas such as vocabulary, grammar, reading comprehension and writing skills. The findings reveal a significant edge for the hybrid CLIL group, whose language proficiency soared across all measured areas, outperforming their peers in traditional settings. The study underscores the value of a blended learning environment where digital tools and in-person instruction converge, creating an adaptive, learner-centered approach that enhances both content understanding and language development. By bridging the gap between physical classrooms and virtual resources, hybrid CLIL empowers students to navigate complex linguistic and cognitive tasks more effectively. This study not only redefines the potential of CLIL in contemporary education but also opens doors for future pedagogical innovations, suggesting that hybrid learning is not just an option but a necessity for cultivating 21st-century learners. The findings offer a roadmap for educators and policymakers seeking to embrace new teaching models that meet the evolving demands of education.
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Saraswathi, M. "Lexical Analysis through Content and Language Integrated Learning in Translation." Shanlax International Journal of English 13, no. 1 (2024): 18–22. https://doi.org/10.34293/english.v13i1.8265.
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This article focuses on a lexical analysis of a secondary school student’s translation skills using CLIL method. The purpose of this article is to analyse how and what students learned from the traditional class and the CLIL class. The samples have been collected through the pre-test and post-test through questionnaires and interviews. The data has been analysed through mixed (qualitative & quantitative) method. It aims to teach the skills to define the global education. The findings suggest that students in the CLIL group not only improved their understanding of the second language but also developed a better grasp of technical terms and strategies. The students demonstrated increased confidence in speaking, explaining concepts concisely, and expressing their opinions without hesitation. Additionally, the use of CLIL improved their vocabulary acquisition and usage in everyday contexts. These creative skills lead the students to explain the concepts in a brief manner and also tell their opinion without hesitations. Most students in the CLIL group reported increased confidence in speaking and using new vocabulary 30% of interviews mentioned confidence, 25% mentioned new vocabulary. Specifically, this method will improve the quality of the speaker in their conversations. And also improved the new vocabularies in day-to-day usage. The second language learners easily acquire the vocabularies through CLIL method. Traditional method of teaching will not provide new skills to improve their language proficiency. The signified value of the results bring CLIL method improves a better understanding for the students to improve their fluency. But These will lead a good communication with higher authorities in a society.
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Memon, Masood Akhtar, Abdul Malik Abbasi, Salma Niazi, Imtiaz Husain, and Syeda Sarah Junaid. "Vocabulary Acquisition Through Content and Language Integrated Learning." International Journal of Emerging Technologies in Learning (iJET) 18, no. 12 (2023): 142–57. http://dx.doi.org/10.3991/ijet.v18i12.39287.
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Abstract―This study aims to attempt to the learning outcomes of the learners with a focus on Vocabulary Acquisition (VA), taught through CLIL (Content & Language Integrated Learning) as compared to the normal language teaching of EFL lessons. Linguists have introduced several methods and trends in the field of language learning. CLIL is the most recent and most effective method that has gained widespread popularity and is widely used and implemented in Europe and other parts of the world. It is a dual-focused method of language teaching, especially in foreign or second language teaching with a focus on the content or the subject. This stresses language teaching through content, the learners are taught science, geography, history, or physics with a special focus on language structures simultaneously. By using a mixed Methodology, the experimental research method of pretest and post-test was applied to get the answer to the research questions of the study. The study aims to gain the level of VA among the learners through conducting the pretest and posttest research design. The outcomes would encourage assessing the learners through CLIL to achieve greater Vocabulary Acquisition than the EFL learners.
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qizi, Xomidova Nargiza Nurahmad. "Key Principles and Motives for The Introduction of Subject-Language Integrated Learning (CLIL)." International Journal of Pedagogics 5, no. 5 (2025): 280–82. https://doi.org/10.37547/ijp/volume05issue05-70.
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The article discusses the basic principles and motives for the introduction of subject-language integrated learning (CLIL), which is an innovative approach to education with a dual focus on learning subject content and a foreign language at the same time. Special attention is paid to the methodological foundations of CLIL, such as multiple focus, authenticity, active learning, scaffolding strategy, and collaboration. The historical background of the CLIL is analyzed, as well as modern models and principles, including the 4C model (content, communication, cognition and culture). The role of language support in the successful implementation of subject-language integrated learning and the importance of interaction between linguistic teachers and subject specialists in order to achieve a holistic educational result are discussed.
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Macianskiene, Nemira. "Development Of Transversal Skills In Content And Language Integrated Learning Classes." European Scientific Journal, ESJ 12, no. 1 (2016): 129. http://dx.doi.org/10.19044/esj.2016.v12n1p129.
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The issue of transversal or soft skill development is an important challenge for educational institutions preparing prospective employees for successful integration in the modern global labour market. The implementation of content and language integrated learning (CLIL) provides ample opportunities for the development of soft skills, apart from in-depth learning of the subject and development of language competences. The study presents some insights gained during the in-service training courses for secondary school teachers, while implementing the European Social Fund supported project “Synergy of Content and Foreign Language” at the Institute of Foreign Languages of Vytautas Magnus University in Lithuania, with regard to possibilities to better prepare graduates for social integration through efficient implementation of CLIL at school. Among other objectives, the project aimed at professional development of secondary school subject teachers by raising their awareness of CLIL methodology, including transversal skill development. The paper presents investigation into teacher perception of the importance of soft skills and their self-evaluation of practice of soft skill integration into their subject teaching. The issue of transversal skill development is discussed as an integral constituent of project activities, an added value and/or the synergic effect which may be achieved while implementing CLIL at school. The study concludes that CLIL implementation requires the whole school policy, new approach to subject and language teacher in-service training and presents some recommendations for educational policy developers.
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Ibragimov, Sodikjon. "CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHOD AND ITS MERITS AND DEMERITS." GOLDEN BRAIN 2, no. 7 (2024): 22–27. https://doi.org/10.5281/zenodo.10801744.
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<em>Content and Language Integrated Learning (CLIL) is an innovative teaching approach that combines language learning with subject content. By integrating language skills with academic material, CLIL enhances students’ understanding and proficiency in both areas simultaneously. This method promotes active learning, critical thinking, and language acquisition through meaningful content. CLIL encourages students to engage with subjects in a holistic manner, fostering deeper comprehension and language fluency. It also prepares learners for real-world applications by developing their communication skills within specific disciplines. Overall, CLIL offers a dynamic and effective way to enhance educational outcomes by merging language development with subject matter expertise.</em>
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Urazova, B., G. Kurmanova, and J. Mashokirov. "TEACHING ECONOMIC DISCIPLINES USING CONTENT AND LANGUAGE INTEGRATED LEARNING." Education. Quality assurance, no. 4 (December 30, 2024): 30–37. https://doi.org/10.58319/26170493_2024_4_30.
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The primary objective of this study is to share our experience in teaching economic disciplines at a regional university in the Republic of Kazakhstan using CLIL methodology. Our limited experience in teaching economics in English has demonstrated that, despite various challenges in implementing CLIL teaching, it is possible to achieve specific learning goals. We believe that the use of CLIL methodology in universities expands students' horizons, enhances their language skills, and, most importantly, motivates them to pursue further study and improve their English language proficiency. Our first experience teaching a discipline in English presented several challenges. Preparation for each lesson proved to be time-consuming, as we had to thoroughly review the material independently and with the assistance of teachers from the Department of Foreign Languages. Additionally, a significant amount of time was dedicated to reviewing written assignments and justifying grades. Conducting classes in English demanded constant dynamism from us as teachers, as maintaining the continuous engagement of the students was more challenging compared to similar classes conducted in Russian. Throughout the course, students recorded economic definitions and terms in their dictionaries to provide a linguistic and conceptual framework.
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Dzulkurnain, Mohammad Iskandar, Sugeng Irianto, Rasmita Rasmita, Lulu Jola Uktolseja, Wira Jaya Hartono, and Tagor Manurung. "Understanding the benefits and challenges of Content and Language Integrated Learning (CLIL) in English education: a literature synthesis." Journal on Education 6, no. 4 (2024): 18941–53. http://dx.doi.org/10.31004/joe.v6i4.5876.
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Content and Language Integrated Learning (CLIL) is a dynamic educational approach that holds the potential to enhance language proficiency, content knowledge acquisition, and academic achievement among students. By integrating language learning with subject content, CLIL provides students with immersive and meaningful learning experiences that facilitate communicative competence, critical thinking skills, and intercultural awareness. Discussions surrounding CLIL implementation have emphasized its potential to transform language education and promote multilingualism in diverse educational contexts. Key findings from research on CLIL suggest that participation in CLIL programs can lead to improvements in students' language proficiency across various linguistic skills, including listening, speaking, reading, and writing. Additionally, CLIL facilitates deeper comprehension and retention of subject matter by providing authentic contexts for learning and promoting interdisciplinary connections. Students participating in CLIL programs demonstrate comparable or even superior levels of content knowledge acquisition compared to those in traditional subject-based instruction, highlighting the effectiveness of CLIL in promoting academic success and critical thinking skills. However, the success of CLIL implementation hinges on various factors, including teacher preparation, institutional support, and resource allocation. Educators play a central role in the success of CLIL programs, requiring specialized training and ongoing professional development to effectively integrate language and content instruction. Institutional support is essential for creating conducive environments for CLIL implementation, while adequate resources are critical for optimizing learning experiences and addressing the diverse needs of learners.
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Bruen, Jennifer, and Thomas Wagner. "Content and language integrated learning: reflections on a pilot module." TEANGA, the Journal of the Irish Association for Applied Linguistics 23 (July 16, 2019): 76–91. http://dx.doi.org/10.35903/teanga.v23i0.141.
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CLIL, or ‘Content and Language Integrated Learning’, is a term used to describe the practice of teaching content through a foreign language. It represents an educational approach which can embody a range of different methodologies and has, in recent years, been receiving increased attention in Europe, partially because efforts put into language teaching are not always reflected in the results achieved. This paper begins with a brief overview of developments in the field of foreign language acquisition and how these might relate to the notion of CLIL. It then goes on to describe the design, delivery, and evaluation of a module in German language for intermediate undergraduate students, which incorporates an element of CLIL
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SHYMANOVYCH, I. "МЕТОДИКА CLIL У ПЕДАГОГІЧНИХ УНІВЕРСИТЕТАХ УКРАЇНИ: ВИКЛИКИ ТА ПЕРЕВАГИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (2023): 424–32. http://dx.doi.org/10.31494/2412-9208-2023-1-2-424-432.
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The article highlights the implementation of the Content and Language Integrated Learning (CLIL) methodology in higher educational establishments in Ukraine. The concept of CLIL is clarified, and scholars’ perspectives on the advantages of using content and language integrated learning in foreign language study are presented. CLIL has been identified as the most promising approach due to its integration of both professional and language training, combining subject-specific teaching tools with language instruction. The work emphasizes the necessity of CLIL implementation as a response to the growing demand for foreign language proficiency within the constraints of limited learning hours in pedagogical universities of Ukraine. The research investigates the challenges faced by educators in integrating CLIL into the existing language and pedagogical curriculum. The author examines the benefits and opportunities that CLIL offers for language learning and subject knowledge acquisition. It is revealed the significance of language proficiency and teacher training for successful CLIL implementation. The article points out the impact of CLIL on students’ motivation and engagement in the learning process. The author focuses on the role of CLIL in developing students’ critical thinking, problem-solving and teamwork skills. The main advantages of CLIL methodology include fostering motivation to learn a foreign language, enhancing learners’ creative mental abilities, and purposeful mastering of lexical units. The study also identifies potential barriers hindering CLIL integration. The strategies to address these challenges and enhance CLIL effectiveness in higher educational establishments are proposed. Overall, this research sheds light on the potential of CLIL to transform language teaching and subject learning in Ukrainian pedagogical universities while highlighting the need for appropriate support and preparation for educators and learners. The significance of content and language integrated learning lies in students gaining knowledge in various subjects that they can apply in their future professional activity. Keywords: content and language integrated learning, motivation, foreign language proficiency, subject knowledge acquisition, higher education.