CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): BENEFITS, CHALLENGES AND MEASURES
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Published:
Nov 20, 2020
Keywords:
CLIL, teachers, attitudes, challenges, measures, foreign languages, teaching
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Abstract
Content and language integrated learning (CLIL) is considered to be an innovative approach to fostering multilingual education in Europe. In order to teach effectively, CLIL teachers should have linguistic and methodological competences for subject teaching, assessment, materials development and classroom management in a foreign language. However, not many subject teachers have the necessary language and pedagogical skills. Drawing on data obtained through semi-structured interviews with CLIL teachers, we examine their attutudes towards CLIL, the challenges of teaching CLIL, and the measures to address these challenges. The findings show that teachers have positive attitudes towards CLIL. The problems they face are related to: a) inadequate language proficiency, b) dual-focused form of instruction, c) adaptation and design of course material, d) alignment of CLIL subjects with national guidelines, and e) assessment. It will be argued that CLIL warrants greater attention and support.
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How to Cite
Vodopija-Krstanović, I. V., & Badurina, D. R. (2020). CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): BENEFITS, CHALLENGES AND MEASURES. Methodical Perspectives, 11(11), 69–90. https://doi.org/10.19090/mv.2020.11.69-90
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Section
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
References
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Badertscher, H., Bieri, T. (2009). Wissenserwerb im Content and Language Integrated Learning, Empirische Befunde und Interpretationen. Bern: Haupt.
Basturkmen, H. (2018). Dealing with language issues during subject teaching in EMI: The perspectives of two accounting lecturers. TESOL Quarterly 52 (3): 692–700. DOI: 10.1002/tesq.460.
Bićanić, D. J., Opašić, G. M. (2019). Korektivna povratna informacija u poučavanju materinskoga jezika. Methodical Perspectives 10 (10): 13–31. DOI: 10.19090/mv.2019.10.13-31.
Brevik, L. M., Moe, E. (2012). Effects of CLIL teaching on langauge outcomes, in Collabration in Language Testing and Assessment, ed. D. Tsagari, I. Csépes (Pieterlen: Peter Lang): 213–227.
Chen, Y-L. E., Kraklow, D. (2014). Taiwanese college students' motivation and engagement for English learning in the context of internationalisation at home: A comparison of students in EMI and non-EMI programs. Journal of Studies in International Education: 1–19. DOI: 10.1177/1028315314533607.
Council recommendation of 22 May 2018 on Key Competences for LifeLong Learning. Pristupljeno 1. 2. 2020. URL:.
Council recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages. Pristupljeno 1. 12. 2019. URL:.
Council resolution of 31 March 1995 on improving and diversifying language learning and teaching within the education systems of the European Union. Pristupljeno 1. 10. 2010. URL:.
Drljača Margić, B., Vodopija-Krstanović, I. (2017). English-medium Instruction: Glocal Issues in Higher Education. Oxford/Bern/Berlin/Bruxelles/Frankfurt am Main/New York/Wein: Peter Lang. DOI: 10.3726/b10418.
Drljača Margić, B., Vodopija-Krstanović, I. (2018). Language development for English-mediuminstruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes 35: 31–41. DOI: 10.1016/j.jeap.2018.06.005.
Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different? Language. Culture and Curriculum 28 (1): 8–24. DOI: 10.1080/07908318.2014.1000922
Coyle, D. (1999). Theory and planning for effective classrooms: Supporting students in content and language integrated learning contexts, in Learning through a foreign language, ed. M. John (London: CILT): 46–62.
Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content and language integrated learning. United Kingdom: Cambridge University Press.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins.
Dalton-Puffer, C. (2008). Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe, in Future Perspectives for English Language Teaching, eds. W. Delanoy, L. Volkmann (Heidelberg: Carl Winter): 139–157.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics 31: 182–204. DOI: 10.1017/S0267190511000092.
Denzin, N. K., Lincoln, Y. S. (1998). Strategies of Qualitative Inquiry. Thousand Oaks: Sage Publications.
Eurydice (2006). Content and language integrated learning at school in Europe. Brussels: Eurydice European Unit. Pristupljeno 15. 7. 2019. URL:.
Eurydice (2017). Eurydice Brief: Key Data on Teaching Languages at School in Europe. Pristupljeno 31. 8. 2019. URL:.
Geiger-Jaillet, A., Wolff, D., Mehisto, P., Marsh, D. (2011). European Framework for CLIL Teacher Education. Graz: European Centre for Modern languages.
Gibbs, G. (2008). Analysing Qualitative Data. Thousand Oaks: Sage Publications.
Graddol, D. (2006). English Next. London: British Council. Pristupljeno 30. 8. 2010.
URL:
Heine. L. (2008). Task-based cognition of bilingual learners in subject-specific cintexts, in Task-Based Language Learning and Teaching: Theoretical, Methodological and Pedagogical Perspectives, eds. J. Eckerth, S. Seiksmann (Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang): 203–226.
Hendrikx, I., Van Goethem, K. (2020). Receptive knowledge of intensifying adjectival compounds: Belgian French-speaking CLIL and non-CLIL learners of Dutch and English. International Journal of Bilingual Education and Bilingualism: 1–25.
DOI: 10.1080/13670050.2020.1720592.
Housen, A. (2013). Processes and Outcomes in the European Schools Model of Multilingual Education. Bilingual Research Journal 26 (1): 45–64. DOI: 10.1080/15235882.2002.10668698.
Kampmark, N. V. (2019). EAL in vocational education: needs analysis and course syllabus design. Methodical Perspectives 10 (10): 113–137. DOI: 10.19090/mv.2019.10.113-137.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Kong, S. (2009). Content-based instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies? The Canadian Modern Language Review/La revue canadienne des langues vivantes 66 (2): 233–267. DOI: 10.3138/cmlr.66.2.233.
Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal 1 (1): 31–42. DOI: 10.2174/1874913500801010030.
Lasgabaster, D., Doiz, A. (2016). CLIL students’ perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language awareness 25 (1–2): 1–17. DOI: 10.1080/ 09658416.2015.1122019.
Lo, Y. Y. (2014). Collaboration between L2 and content subject teacher in CBI: Contrasting beliefs and attitudes. RELC Journal 45 (2): 181–196. DOI: 10.1177/0033688214535054.
Lo, Y. Y. (2020). Professional Development of CLIL Teachers. Singapore: Springer.
Lyster, R., Mori, H. E. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition 28: 269–300. DOI: 10.1017/S0272263106060128.
Mariño, C. M. (2014). Towards implementing CLIL at CBS (Tunja, Colombia). Colombian Applied Linguistics Journal 16 (2): 151–160. DOI: 10.14483.
Marsh, H. W., Hau, K. T., Kong, C. T. (2002). Multilevel causal ordering of academic self-concept an achievement: Influence of language of instruction (English vs. Chinese) for Hong Kong students. American Educational Research Journal 39: 727–763. DOI: 10.3102/00028312039003727.
Marsh, D., Mehisto, P., Wolff, D., Frigols M. J. (2010). European Framework for CLIL Teacher Education. Graz: European Centre for Modern languages. Pristupljeno 1. 2. 2012.
URL:.
McDougald, J. (2015). Teachers' attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal 17 (1): 25–41. DOI: 10.14483/udistrital.jour.calj.2015.1.a02.
McKay, S. L. (2018). English as an international language: What it is and what it means for pedagogy. RELC Journal 49(1): 9–23. DOI: 10.1177/0033688217738817.
Mehisto, P., Marsh, D., Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford, UK: Macmillan.
Merino, J. A., Lasagabaster, D. (2018). The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics 28 (1): 18–30. DOI: 10.1111/ijal.12177.
Met, M. (1994). Teaching Content Through a Second language, in Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community, ed. F. Genesee (Cambridge University Press: New York): 159–182.
Nikula, T. (2017). CLIL: A European Approach to Bilingual Education, in Second and Foreign language Education, eds. N. Van Deusen-Scholl, S. May (Cham: Springer): 111–124.
Radić-Bojanić, B. B., Pop-Jovanov, D. M. (2018). Workshops in education: theoretical and practical issues. Methodical Perspectives 9 (9): 223–234. DOI: 10.19090/mv.2018.9.223-234.
Ruiz de Zarobe, Y. (2008). CLIL and Foreign Language Learning: A Longitudinal Study in the Basque Country. International CLIL Research Journal 1 (1): 60–73.
Serragiotto, G. (2007). Assessment and Evaluation in CLIL, in Diverse Contexts- Converging Goals: CLIL in Europe, eds. D. Marsh, D. Wolff (Frankfurt: Peter Lang): 271–286.
Stoller, F., Fitzsimmons-Doolan, S. (2017). Content-Based Instruction, in Second and Foreign language Education, eds. N. Van Deusen-Scholl, S. May (Cham: Springer): 85–96.
Tsuneyoshi, R. (2005). Internationalization strategies in Japan. Journal of Research in International Education 4 (1): 65–68. DOI: 10.1177/1475240905050291.
Vázquez, V. P., Ellison, M. (2013). Examining teacher roles and competences in content and language integrated learning (CLIL). Linguarum Arena: Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto 4: 65–78.
Vázquez, V. P., Méndez García, M. C. (2017). Analysing teachers' roles regarding cross-curricular coordination in Content and Language Integrated Learning (CLIL). Journal of English Studies 15: 235–260. DOI: 10.18172/jes.3227.
Vilkancienė, L., Rozgienė, I. (2017). CLIL teacher competences and attitudes. Sustainable Multilingualism 11 (1): 196–218. DOI: 10.1515/sm-2017-0019.
Vodopija-Krstanović, I., Brala Vukanović, M. (2012). EFL students' perspectives on English: the (widening) gap between ideals and practices. Revista Brasilera de Linguística Aplicada (Brazilian Journal of Applied Linguistics) 12 (2): 285–309. DOI: 10.1590/S1984-63982012000200004.
Vodopija-Krstanović, I., Marinac, M. (2019). English as an International Language and English Language Teaching: The Theory vs. Practise Divide. Iranian Journal of Language Teaching Research 7 (2): 19–38. Pristupljeno 10. 10. 2019. URL:< http://ijltr.urmia.ac.ir/article_120696.html>.
White Paper on Education and training - Teaching and Learning Towards the Learning Society 1995. Pristupljeno 31. 3. 2006. URL:.
Badertscher, H., Bieri, T. (2009). Wissenserwerb im Content and Language Integrated Learning, Empirische Befunde und Interpretationen. Bern: Haupt.
Basturkmen, H. (2018). Dealing with language issues during subject teaching in EMI: The perspectives of two accounting lecturers. TESOL Quarterly 52 (3): 692–700. DOI: 10.1002/tesq.460.
Bićanić, D. J., Opašić, G. M. (2019). Korektivna povratna informacija u poučavanju materinskoga jezika. Methodical Perspectives 10 (10): 13–31. DOI: 10.19090/mv.2019.10.13-31.
Brevik, L. M., Moe, E. (2012). Effects of CLIL teaching on langauge outcomes, in Collabration in Language Testing and Assessment, ed. D. Tsagari, I. Csépes (Pieterlen: Peter Lang): 213–227.
Chen, Y-L. E., Kraklow, D. (2014). Taiwanese college students' motivation and engagement for English learning in the context of internationalisation at home: A comparison of students in EMI and non-EMI programs. Journal of Studies in International Education: 1–19. DOI: 10.1177/1028315314533607.
Council recommendation of 22 May 2018 on Key Competences for LifeLong Learning. Pristupljeno 1. 2. 2020. URL:
Council recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages. Pristupljeno 1. 12. 2019. URL:
Council resolution of 31 March 1995 on improving and diversifying language learning and teaching within the education systems of the European Union. Pristupljeno 1. 10. 2010. URL:
Drljača Margić, B., Vodopija-Krstanović, I. (2017). English-medium Instruction: Glocal Issues in Higher Education. Oxford/Bern/Berlin/Bruxelles/Frankfurt am Main/New York/Wein: Peter Lang. DOI: 10.3726/b10418.
Drljača Margić, B., Vodopija-Krstanović, I. (2018). Language development for English-mediuminstruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes 35: 31–41. DOI: 10.1016/j.jeap.2018.06.005.
Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different? Language. Culture and Curriculum 28 (1): 8–24. DOI: 10.1080/07908318.2014.1000922
Coyle, D. (1999). Theory and planning for effective classrooms: Supporting students in content and language integrated learning contexts, in Learning through a foreign language, ed. M. John (London: CILT): 46–62.
Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content and language integrated learning. United Kingdom: Cambridge University Press.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins.
Dalton-Puffer, C. (2008). Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe, in Future Perspectives for English Language Teaching, eds. W. Delanoy, L. Volkmann (Heidelberg: Carl Winter): 139–157.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics 31: 182–204. DOI: 10.1017/S0267190511000092.
Denzin, N. K., Lincoln, Y. S. (1998). Strategies of Qualitative Inquiry. Thousand Oaks: Sage Publications.
Eurydice (2006). Content and language integrated learning at school in Europe. Brussels: Eurydice European Unit. Pristupljeno 15. 7. 2019. URL:
Eurydice (2017). Eurydice Brief: Key Data on Teaching Languages at School in Europe. Pristupljeno 31. 8. 2019. URL:
Geiger-Jaillet, A., Wolff, D., Mehisto, P., Marsh, D. (2011). European Framework for CLIL Teacher Education. Graz: European Centre for Modern languages.
Gibbs, G. (2008). Analysing Qualitative Data. Thousand Oaks: Sage Publications.
Graddol, D. (2006). English Next. London: British Council. Pristupljeno 30. 8. 2010.
URL:
Heine. L. (2008). Task-based cognition of bilingual learners in subject-specific cintexts, in Task-Based Language Learning and Teaching: Theoretical, Methodological and Pedagogical Perspectives, eds. J. Eckerth, S. Seiksmann (Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang): 203–226.
Hendrikx, I., Van Goethem, K. (2020). Receptive knowledge of intensifying adjectival compounds: Belgian French-speaking CLIL and non-CLIL learners of Dutch and English. International Journal of Bilingual Education and Bilingualism: 1–25.
DOI: 10.1080/13670050.2020.1720592.
Housen, A. (2013). Processes and Outcomes in the European Schools Model of Multilingual Education. Bilingual Research Journal 26 (1): 45–64. DOI: 10.1080/15235882.2002.10668698.
Kampmark, N. V. (2019). EAL in vocational education: needs analysis and course syllabus design. Methodical Perspectives 10 (10): 113–137. DOI: 10.19090/mv.2019.10.113-137.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Kong, S. (2009). Content-based instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies? The Canadian Modern Language Review/La revue canadienne des langues vivantes 66 (2): 233–267. DOI: 10.3138/cmlr.66.2.233.
Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal 1 (1): 31–42. DOI: 10.2174/1874913500801010030.
Lasgabaster, D., Doiz, A. (2016). CLIL students’ perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language awareness 25 (1–2): 1–17. DOI: 10.1080/ 09658416.2015.1122019.
Lo, Y. Y. (2014). Collaboration between L2 and content subject teacher in CBI: Contrasting beliefs and attitudes. RELC Journal 45 (2): 181–196. DOI: 10.1177/0033688214535054.
Lo, Y. Y. (2020). Professional Development of CLIL Teachers. Singapore: Springer.
Lyster, R., Mori, H. E. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition 28: 269–300. DOI: 10.1017/S0272263106060128.
Mariño, C. M. (2014). Towards implementing CLIL at CBS (Tunja, Colombia). Colombian Applied Linguistics Journal 16 (2): 151–160. DOI: 10.14483.
Marsh, H. W., Hau, K. T., Kong, C. T. (2002). Multilevel causal ordering of academic self-concept an achievement: Influence of language of instruction (English vs. Chinese) for Hong Kong students. American Educational Research Journal 39: 727–763. DOI: 10.3102/00028312039003727.
Marsh, D., Mehisto, P., Wolff, D., Frigols M. J. (2010). European Framework for CLIL Teacher Education. Graz: European Centre for Modern languages. Pristupljeno 1. 2. 2012.
URL:
McDougald, J. (2015). Teachers' attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal 17 (1): 25–41. DOI: 10.14483/udistrital.jour.calj.2015.1.a02.
McKay, S. L. (2018). English as an international language: What it is and what it means for pedagogy. RELC Journal 49(1): 9–23. DOI: 10.1177/0033688217738817.
Mehisto, P., Marsh, D., Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford, UK: Macmillan.
Merino, J. A., Lasagabaster, D. (2018). The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics 28 (1): 18–30. DOI: 10.1111/ijal.12177.
Met, M. (1994). Teaching Content Through a Second language, in Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community, ed. F. Genesee (Cambridge University Press: New York): 159–182.
Nikula, T. (2017). CLIL: A European Approach to Bilingual Education, in Second and Foreign language Education, eds. N. Van Deusen-Scholl, S. May (Cham: Springer): 111–124.
Radić-Bojanić, B. B., Pop-Jovanov, D. M. (2018). Workshops in education: theoretical and practical issues. Methodical Perspectives 9 (9): 223–234. DOI: 10.19090/mv.2018.9.223-234.
Ruiz de Zarobe, Y. (2008). CLIL and Foreign Language Learning: A Longitudinal Study in the Basque Country. International CLIL Research Journal 1 (1): 60–73.
Serragiotto, G. (2007). Assessment and Evaluation in CLIL, in Diverse Contexts- Converging Goals: CLIL in Europe, eds. D. Marsh, D. Wolff (Frankfurt: Peter Lang): 271–286.
Stoller, F., Fitzsimmons-Doolan, S. (2017). Content-Based Instruction, in Second and Foreign language Education, eds. N. Van Deusen-Scholl, S. May (Cham: Springer): 85–96.
Tsuneyoshi, R. (2005). Internationalization strategies in Japan. Journal of Research in International Education 4 (1): 65–68. DOI: 10.1177/1475240905050291.
Vázquez, V. P., Ellison, M. (2013). Examining teacher roles and competences in content and language integrated learning (CLIL). Linguarum Arena: Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto 4: 65–78.
Vázquez, V. P., Méndez García, M. C. (2017). Analysing teachers' roles regarding cross-curricular coordination in Content and Language Integrated Learning (CLIL). Journal of English Studies 15: 235–260. DOI: 10.18172/jes.3227.
Vilkancienė, L., Rozgienė, I. (2017). CLIL teacher competences and attitudes. Sustainable Multilingualism 11 (1): 196–218. DOI: 10.1515/sm-2017-0019.
Vodopija-Krstanović, I., Brala Vukanović, M. (2012). EFL students' perspectives on English: the (widening) gap between ideals and practices. Revista Brasilera de Linguística Aplicada (Brazilian Journal of Applied Linguistics) 12 (2): 285–309. DOI: 10.1590/S1984-63982012000200004.
Vodopija-Krstanović, I., Marinac, M. (2019). English as an International Language and English Language Teaching: The Theory vs. Practise Divide. Iranian Journal of Language Teaching Research 7 (2): 19–38. Pristupljeno 10. 10. 2019. URL:< http://ijltr.urmia.ac.ir/article_120696.html>.
White Paper on Education and training - Teaching and Learning Towards the Learning Society 1995. Pristupljeno 31. 3. 2006. URL: