CLIL in Europe
Edited By David Marsh and Dieter Wolff
Postscript to CLIL 2006 and future action Gisella Langj CLIL has proved to be an innovative curricular approach in mainstream edu- cational contexts and is clearly advancing rapidly and involving both foreign language and subject teachers. Both are becoming increasingly multi-skilled; with language teachers becoming more than linguists, and subject teachers increasingly able to reinforce the meaningfulness and relevance of their content in relation to the wider world. Curricular coherence and dual assessment favour a new "modern" dimension in teaching, based on "constructing knowledge", and on using language meaningfully and purposefully. The increasing potential of the "constructivist approach" favours the acquisition of knowledge, invites reduction of time spent on single subjects, and encourages concentration on activities that may be cross- and multi-disciplinary, thus favouring the use of different strategies and skills. Application of CLIL on a wider scale requires recognition, support and funding: the European Union has provided important support from 1994-2006 through financing studies and projects within different Action Programmes (Socrates, Lingua, Comenius, Leonardo, Erasmus, etc.). The recent survey Content and Language Integrated Learning at School in Europe (2006) published by the Eurydice European Unit with the financial support of the European Commission, provides a short analysis of the historical background, and offers important insights on: a) the general frame of CLIL provision in the education system (organisation, target languages and subjects concerned, time devoted, etc.); b) the implementation of pilot projects; c) issues relating to teachers (recruitment, initial and in-service training, benefits, etc.); and d) problems concerning the...
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