CLIL in Australia: the importance of context

Abstract

Content and Language Integrated Learning (CLIL) has been gaining in popularity and is influencing ways in which various non-European countries approach bilingual education. For example, some Australian bilingual programmes are now being officially referred to as CLIL programmes. Although CLIL methodology shows potential outside Europe, this article argues that certain aspects of CLIL should be subject to scrutiny before programmes are adopted in an Australian context. In the article, these aspects relate primarily to organisational and affective factors, which are considered to have a substantial influence on successful programmes. The article specifically addresses Australian primary and secondary public education because public bilingual education programmes may offer a way to address the high attrition rates and the decline in languages taught. The article will focus on ways in which CLIL arose and is defined through the European context for which it was designed. Then it will identify some of the bilingual programmes on offer in Australia and explore issues related to applying/expanding the CLIL approach to Australian mainstream education – English language dominance, language choice and human resources.

Keywords:

• Content Language Integrated Learning
• bilingual education
• mainstream
• Australia
• Europe

Notes

1. Migrants' proficiency in English is extremely relevant to implementing CLIL in the Australian context. However, the issue, like Indigenous language education, is not addressed. It requires special consideration and therefore falls outside the scope of the article.

2. Language and literacy policies also present Indigenous bilingual education programmes with substantial challenges, but, as mentioned, Indigenous language education requires special consideration.