CLIL in Europe
Edited By David Marsh and Dieter Wolff
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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