Show Less

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.


Show Summary Details
Restricted access

IV. Integrating and evaluating language and content


Language in Content and Language Integrated Learning (CLIL) Heini-Marja Järvinen 1. Introduction It is well known that content and language integrated learning programmes produce learning outcomes that measure up with content learning in L 1 teaching and are better than language learning results in regular language teaching. Why are the results so good? There are features that are characteristic of programmes that combine the teaching of content and language that may have a facilitating impact on dual learning. First of all, it is typical of these programmes that language exposure is more extensive than in formal language learning, i.e., students are exposed to understandable language, or comprehensible input (Krashen, 1985) for Jong periods, which is believed to enhance implicit language learning. Language and content learning take place in a meaningful context with opportunities to use the language as a tool to learn content. Target language (L2) learning is similar to first language learning, where focus on meaning produces implicit language learning. In CLIL, content- and language- learning is an integrated and reciprocal process: " students master language, they are able to learn more content, and as students learn more content, they're able to improve their language skills" (Stoller, 2004). Recently, the focus has shifted from enhancing understanding to improving accuracy. Apart from focus on meaning, focus on form is emphasized. This means that models of CLIL increasingly must focus on language and the accuracy of form component. 2. Models of CLIL tt is typical of the majority of models...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.