The Place of CLIL in (Bilingual) Education

Abstract

This article considers an alternative way of conceptualizing integrated learning through an ecological lens. Against rapidly changing global landscapes, the complexities of contextual variables have led to different interpretations of CLIL, which raise constant questions about the nature of its pedagogic and linguistic demands and the quality of learning outcomes. CLIL holds a pivotal position for reframing its potential as a pedagogic, rather than a linguistic, phenomenon within the (plurilingual) education agenda. Focussing on 3 fundamental strands—i.e., language, literacies and learning—an emerging pluriliteracies approach to teaching for deeper learning is presented. This approach not only maps out how content and language are interrelated, but also recognizes conditions supporting learner self-efficacy and teacher mentoring of student learning that prioritize pedagogic principles to guide classroom practice. The potential for CLIL as a contributor to sustaining deeper learning, suggests it may have a significant role in moving pedagogic thinking forward—beyond bilingual classrooms.

Additional Resources

1. Cañado, M. P. (2016). From the CLIL craze to the CLIL conundrum: addressing the current CLIL controversy. Bellaterra Journal of Teaching & Learning Language & Literature 9(1), 9-31. http://revistes.uab.cat/jtl3/article/viewFile/v9-n1-perez/667-pdf-en This article provides a useful and thoughtful account of the evolution of CLIL, focussing on the nature of the integrated learning, classroom implementation and related research. It identifies the challenges to be addressed in the near future if CLIL is to make a difference in the next decade.

2. Gillis, V. (2016). Disciplinary Literacy Adapt not Adopt. Uploaded to Research Gate 24 March 2016.https://www.researchgate.net/publication/261924255_Disciplinary_Literacy This think-piece provides very useful insights into subject teachers and literacies in L1. Gillis argues that every teacher is not a teacher of literacy, but instead teachers in content areas need to adapt literacy strategies to the content being taught and to the context in which they teach. Practical examples of adaptations of a literacy strategy for use in English/language arts, mathematics, science, and social studies are provided. Useful as a trigger for reflecting on implications for CLIL contexts.

3. The PluriLiteracies Teaching for (deep) Learning Website http://pluriliteracies.ecml.at/ Developed by the Graz Group (an international group of researchers, teacher educators and teachers who work with CLIL) funded by the ECML (European Centre for Modern Languages), this website provides hands-on resources to explain and exemplify PTL (PluriLiteracies Teaching for Learning) an emerging literacies approach to content learning through a language which is also being learned. There are explanations of the principles, practical examples, short videos and teaching materials.