Research Perspectives on Policy and Practice
CLIL: Complementing or Compromising Foreign Language Teaching? Effects and Perspectives of Education Policy Plans - Stephan Breidbach / Britta Viebrock
CLIL: Complementing or Compromising Foreign Language Teaching? Effects and Perspectives of Education Policy Plans Stephan Breidbach / Britta Viebrock This chapter serves as an introduction to this volume as well as a contextualisation of the other contributions. The main focus is on current developments in education policy to introduce CLIL to a wider range of learners. By and large, the political discourse is characterised by tremendous optimism concerning the potential of CLIL. Either CLIL is understood as a better way of foreign language learning or it is considered to cover two topical areas (language and subject matter competence) for “the price of one”. Scientific research considers CLIL as a more complex endeavour and affords a more critical stance also hinting at possible risks for all groups of stakeholders. The papers in this compilation show that first and foremost CLIL needs to be done properly, i.e. theory- driven, informed by empirical evidence and sensitive to specific learning contexts to be- come a success story. 1 Introduction Content and Language Integrated Learning has received a strong tailwind over the past decades. CLIL programmes have become a well-established option in different educational settings across Europe; they are on the verge to becoming a mainstream phenomenon in education. Research on CLIL has increased accord- ingly. Education authorities have readily accepted these developments. In na- tional and European education policy, CLIL has been appreciated in particular for its assumed capacity to promote foreign language learning and multilingual- ism as well as cognitive flexibility, all of...
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