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Diverse Contexts – Converging Goals

CLIL in Europe


Edited By David Marsh and Dieter Wolff

CLIL, ‘a dual-focussed educational approach in which an additional language is used for the learning and teaching of both content and language‘ can be viewed as an example of curricular integration. This publication is one example of how this is being achieved. It serves to articulate why, and how, good practice can lead to the positive outcomes increasingly reported across Europe. It results from selected presentations given at the Helsinki CLIL 2006 conference «CLIL Competence Building for Globalization: Quality in Teaching Through a Foreign Language». The 28 contributions to this book, which originate from countries across the European Union, are divided into six sections covering classroom practice, evaluation, research, and programme management.


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II. Implementing CLIL in the education system


What a school needs to consider before launching a CLIL programme: the Estonian experience Peeter Mehisto in co-operation with Hiie Asser, Irene Käosaar, Maie Soll and Kai Völli' Background Estonia is a nation state where 32 % of the population has a mother tongue other than the official state language — Estonian. The vast majority of non-native- speakers of Estonian speak Russian as a first language. Estonian language knowledge is seen as the primary vehicle for the social, economic and political integration of non-Estonians. One particularly successful Estonian language- learning programme is a voluntary CLIL programme. It was launched nationally in September 2000 in four pilot schools beginning in grade one. Inspired by the success of the early CLIL programme, a late CLIL programme beginning in grade six was launched in 2003. Both the early and late CLIL programmes use the medium of Estonian to deliver at least half of the subjects offered in the national curriculum. The programme is managed nationally by the Language Immersion Centre that was established in 2000 by the Ministry of Education and Research. Today, 3,200 children in 48 institutions (schools and kindergartens) are studying in the pro- gramme. In addition to the rapidly increasing enrolment, a considerable body of independent research attests to the success of the programme. This article summarises, under the following headings, the lessons learned about CLIL programme implementation in Estonia: • •Hne Asser works at Tartu University, Irene Käosaar and Kai Völli work at the Estonian Language...

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