Teaching with CLIL: Learning and Language Come Together

Abstract

The educational concept of Content and Language Integrated Learning is an invaluable tool in promoting learner understanding of a secondary language. It is one of the crucial added-value propositions of bilingual education: rather than a simplistic approach to teaching in a foreign language, there is an emphasis on the integration of subject and language learning. Language is a shared primary concern, with subject learning. CLIL connects multiple intelligence teaching, multi-modality, activating exercises, and cooperative learning, creating a unified learning experience within bilingual education.

The research team, consisting of two teachers of English and a history teacher, examined the balancing act that teachers new to CLIL experience through a school-based case study. In Dutch bilingual education (hereafter referred to as TTO) there is an emphasis on balancing language and subject learning: the ideal environment in which to implement CLIL teaching strategies. A practice based research focusing on one particular school provides more direct insight into some of the difficulties in implementing CLIL teaching strategies there, while also scaling to more general advice. By examining the awareness of CLIL among teachers and pupils it is possible to discern the relation between what is taught and what is learned: is CLIL experienced in a similar manner by both teachers and pupils? Moreover, there is the consideration of CLIL in practice: is it possible to distinguish CLIL teaching strategies within subject lessons by an outside observer? Recommendations will be made for the improvement of CLIL implementation.