Discussion: multiple approaches in CLIL: cognitive, affective and linguistic insights

ABSTRACT

This article is an afterword to the special issue on ‘Assessing CLIL: A multidisciplinary approach'. It provides a conceptual overview of the key approaches and issues in CLIL research addressed in the different articles. Apart from the focus on the comparison of CLIL and non-CLIL students' L2 proficiency in the Belgian context, some of the variables addressed are the focus on different L2s, the longitudinal approach, or the use of a solid corpus of learner language. The different approaches to SLA addressed in the issue (cognitive, attitudinal and linguistic) are also discussed.

KEYWORDS:

• Multidisciplinarity in CLIL
• CLIL in Belgium
• learner corpus in CLIL

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ana Llinares

Ana Llinares is Professor in the English department at the Universidad Autónoma de Madrid (UAM). She coordinates the UAM-CLIL research group (http://www.uam-clil.org) and has published widely on content and language integrated learning at primary and secondary school levels, mainly applying systemic functional linguistic models. She has recently received the senior researcher award from the Spanish Association of Applied Linguistics on the co-edited volume “Applied Linguistics Perspectives on CLIL”, published by John Benjamins.