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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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VI. Documenting joint European CLIL activities


Competence-building of teaching staff through autonomous and in-service education: the CLILCOM virtual learning environment Lea Moua/Anna Lindholm Introduction Since the early 1990s there has been considerable attention given to the pressures of integration in Europe, globalization and education. One of the edu- cational responses has been the introduction of CLIL, especially in the primary and secondary sectors. In 1998, a think tank held in Strasbourg predicted that CLIL would also take root and spread through vocational and professional education (Marsh/Marsland, 1999). Two reasons were given for this: firstly, a response to the pressures resulting from the introduction of English medium education both within Europe and globally; and secondly, the need for improved additional language competencies by young people in Europe. Now, nearly a decade later we see a substantial increase across Europe in the introduction of English as medium of instruction in higher education (Maiworm/ Wächter, 2002). Reports on problems being encountered because of insufficient professional development opportunities for staff (Marsh, 2005), continual politi- cal imperatives calling for a higher level of multilingulism (Frigols/Marsh/ Naysmith, 2006), and a reported exponential spread of English as medium of instruction globally (Graddol, 2006) all link to the relevance of CLIL. The reasons why educational organisations are using additional languages as medium of instruction differ across the world. But the introduction of CLIL means that a parallel set of methodologies can be used to ensure that this experience is not only successful, but that it also accommodates the learning of both content and...

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