PDF # 32 – Piet Van de Craen, Katrien Mondt, Laure Allain and
Ying Gao, Why and How CLIL Works. An Outline for CLIL Theory
Content and Language Integrated Learning (CLIL) is a powerful and empowering way to learn languages. At the same time the approach is in line with European language policies on the promotion and implementation of multilingualism (Commission 2005; High Level Group 2007). As a result, most CLIL research is policy-driven research.
While we do not want to question this, it is equally legitimate to look at CLIL from a completely different point of view, namely to consider CLIL as an innovative approach to language pedagogical practices in line with modern research about language learning and teaching as well as motivational aspects, cognitive development and learning and the brain. In this paper, an intricate approach towards CLIL is put forward, which – at the same time – is presented as a research paradigm for the future.
General aims of CLIL
Maljers et al. (2007) present an overview of European CLIL practices by having authors from twenty countries reflect on CLIL practices in their respective countries. One question presented to the authors was “Describe the aims of CLIL”. It is striking to see that most authors consider as the primary aims of CLIL teaching and learning: (i) the promotion of linguistic diversity; (ii) promoting language learning; (iii) increasing the learner’s proficiency; and (iv) internationalization. These are, of course, important goals but it seems to us that CLIL opens much more opportunities for learning than were hitherto put forward.
After reading “Content and Language Integrated Learning” you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.