CLIL approaches in education: Opportunities, challenges, or threats?

Authors

  • Jermaine S. McDougald Author Universidad de La Sabana

DOI:

https://doi.org/10.5294/7374

Abstract

Our world is constantly changing; hence, the importance of being able to respond to its demands is of utmost importance. There is an enormous need to innovate and create, as well as apply new and/or different ways of doing things in every aspect of life, including education, which has evolved over the years and will continue doing so for years to come. This is why different approaches to learning have appeared (Coyle, 1999, 2009; Deyrich & Kari Stunnel, 2014a), amongst them CLIL (content and language integrated learning), an approach which in its original conception was about teaching and learning not only language but also content.  Nowadays people “need to learn a language to confront the demands of a new society; the studied language may provide a better status and the possibility to use it for different needs” (Rodriguez Bonces, 2012b, p. 180). And what better way could there be to learn it than through a meaningful, real, and contextualized approach such as CLIL? As Rodriguez Bonces (2012a) suggests, CLIL increases motivation since “language is used to fulfill real purposes, its use is authentic and much more meaningful for the students” (p. 183). This argument alone has provided many institutions with a viable option to look for something different in the classroom.

 

doi: 10.5294/laclil.2016.9.2.1

Downloads

Download data is not yet available.

Author Biography

Jermaine S. McDougald, Universidad de La Sabana

Jermaine S. McDougald holds a M.A. in Teaching English as a Foreign Language, a Specialization in Educational Management and a Specialization in University Teaching. He is the Director of the Master´s Programs in ELT and Managing Editor of the Latin American Journal of Content & Language Integrated Learning, Universidad de La Sabana (Colombia).

He has published book chapters and articles in different journals nationally and internationally. He is also an Academic Specialist consulting on bilingual projects with the Colombian Ministry of Education and the British Council. His current research interest includes CLIL, ICTs in ELT, Teacher Training and International Education.

He is the director of the research group: LALETUS – Language Learning and Teaching Universidad de La Sabana.

References

Arnó-Macià, E., & Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes, 37, 63–73. http://dx.doi.org/10.1016/j.esp.2014.06.007

Arnold, W. (2010). Where is CLIL taking us? Pulso, 33, 227–233. Retrieved from http://dspace.uah.es/jspui/bitstream/10017/7214/1/Where_Arnold_PULSO_2010.pdf

Arribas, M. (2016b). Analysing a whole CLIL school: Students’ attitudes, motivation, and receptive vocabulary outcomes. Latin American Journal of Content and Language Integrated Learning, 9(2), 267-292. http://dx.doi.org/10.5294/laclil.2016.9.2.2

Ball, P. (2002). Article: What is CLIL? | Onestopenglish. , (Clil), 11–13. Retrieved from http://www.onestopenglish.com/clil/methodology/articles/article-what-is-clil/500453.article

Banegas, D. L. (2012). CLIL teacher development: Challenges and experiences. Latin American Journal of Content and Language Integrated Learning, 5(1), 46–56. http://dx.doi.org/10.5294/laclil.2012.5.1.4

Banegas, D. L. (2016). Teachers develop CLIL materials in Argentina: A workshop experience. Latin American Journal of Content and Language Integrated Learning, 9(1), 17–36. http://dx.doi.org/doi:10.5294/laclil.2016.8.1.2

Biçaku, R. Ç. (2011). CLIL and teacher training. Paper presented at the Procedia - Social and Behavioral Sciences. http://dx.doi.org/10.1016/j.sbspro.2011.04.379

Castillo, R., & Pineda-Puerta, A. (2016). The illusio of the foreign language standard in a Colombian university. Latin American Journal of Content & Language Integrated Learning, 9(2), 426-450. http://dx.doi.org/10.5294/laclil.2016.9.2.8.

Cenoz, J. (2013). Discussion: Towards an educational perspective in CLIL language policy and pedagogical practice. International Journal of Bilingual Education and Bilingualism, 16(3), 389–394. http://dx.doi.org/10.1080/13670050.2013.777392

Cenoz, J., Genesee, F., & Gorter, D. (2013). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243–262. http://dx.doi.org/10.1093/applin/amt011

Cinganotto, L. (2016). CLIL in Italy : A General Overview. Latin American Journal of Content & Language Integrated Learning, 9(2), 374-400. http://dx.doi.org/10.5294/laclil.2016.9.2.6.

Conn, C. E. (2010). Learning the Hard Way (But Still Learning!): Using Team Teaching as a Vehicle for Pedagogical Change. Business Communication Quarterly, 73, 87–91. http://dx.doi.org/10.1177/1080569909358098

Coonan, C. M. (2011). CLIL in ( Language ) Teacher Training. Studi Di Glottodidattica, 2(1), 1–14.

Corrales, K. A., Paba Rey, Lourdes, A., & Escamilla, N. S. (2016). Is EMI Enough? Perceptions from University Professors and Students. Latin American Journal of Content & Language Integrated Learning, 9(2), 318-344. http://dx.doi.org/doi:10.5294/laclil.2016.9.2.4

Coyle, D. (1999). Supporting students in content and language integrated learning contexts: Planning for effective classrooms. In J. Masih (Ed.), Learning through a foreign language: Models, methods and outcomes (pp. 46–62). London, England: CILT Publications. Retrieved from http://www.eric.ed.gov/PDFS/ED454735.pdf

Coyle, D. (2009). Transforming Classrooms : opportunities and issues for CLIL. .

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press.

Dalton-Puffer, C. (2006). Pragmatics of content-based instruction: Teacher and student directives in Finnish and Austrian classrooms. Applied Linguistics, 27(2), 241–267. http://dx.doi.org/10.1093/applin/aml007

Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam, the Netherlands: Benjamins. Retrieved from https://www.academia.edu/4692561/Discourse_in_Content_and_Language_Integrated_Learning_CLIL_classrooms

Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. http://dx.doi.org/10.1017/S0267190511000092

Darn, S. (1996). Content and Language Integrated Learning ( CLIL ) A European Overview. Internationa Journal of English Studies, 12(1), 79–96. http://dx.doi.org/10.1080/14790718.2012.665454

Deyrich, M.-C., & Kari Stunnel. (2014a). Language education models: New issues and challenges. In English as a foreign language teacher education: Current perspectives and challenges (p. 364).

Deyrich, M.-C., & Kari Stunnel. (2014b). Language education models: New issues and challenges. In J. de D. Martínez Agudo (Ed.), English as a foreign language teacher education: Current perspectives and challenges (pp. 83–106). Leiden, the Netherlands: Brill.

Ghaedrahmat, M., Alavi Nia, P., & Biria, R. (2016). The Effect of Explicit Vs . Implicit Instruction on Mastering the Speech Act of Thanking among Iranian Male and Female EFL Learners. Latin American Journal of Content & Language Integrated Learning, 9(2), 401–425. http://dx.doi.org/10.5294/laclil.2016.9.2.7

Global Economic Symposium. (2012). Effective investments in education. Knowledge Base. Retrieved from http://www.global-economic-symposium.org/knowledgebase/the-global-economy/effective-investments-in-education

Hillyard, S. (2011). First steps in CLIL: Training the teachers. Latin American Journal of Content and Language Integrated Learning, 4(2), 1–12. http://dx.doi.org/10.5294/laclil.2011.4.2.1

Lasagabaster, D., & Ruiz de Zarobe, Y. (Eds.) (2010). CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Leal, J. (2016). Assessment in CLIL : Test Development at Content and Language for Teaching Natural Science in English as a Foreign Language. Latin American Journal of Content & Language Integrated Learning, 9(2), 293–317. http://dx.doi.org/10.5294/laclil.2016.9.2.3

Leavitt, M. (2006). Team-teaching: The benefits and challenges. Speaking of Teaching, 16(1), 1–4.

Maillat, D. (2010). The pragmatics of L2 in CLIL. In Language Use and Language Learning in CLIL Classrooms (pp. 39–58). http://dx.doi.org/10.1075/aals.7.03mai

Marsh, D., Mehisto, P., Wolff, D., & Frigols-Martín, M. J. (2011). European framework for CLIL teacher education. Graz, Austria: European Centre for Modern Languages. Retrieved from http://www.ecml.at/tabid/277/PublicationID/62/Default.aspx

McDougald, J. S. (2009). The state of language and content instruction in Colombia. Latin American Journal of Content and Language Integrated Learning, 2(2), 44–48. http://dx.doi.org/10.5294/laclil.2009.2.2.15

McDougald, J. S. (2015). AICLE: Un nuevo enfoque para el aprendizaje bilingüe/CLIL: A fresh approach to bilingual learning. Ruta

Maestra, 11, 30–38. Retrieved from http://www.santillana.com.co/rutamaestra/edicion-11/articles/5

Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro, 21, 15–33. Retrieved from http://files.eric.ed.gov/fulltext/ED539729.pdf

Meyer, O. (2010). Towards quality CLIL: Successful planning and teaching strategies. Pulso, 33, 11–29. Retrieved from http://dspace.uah.es/dspace/bitstream/handle/10017/7204/Towards_

Meyer_PULSO_2010.pdf

Pistorio, M. I. (2009). Teacher training and competences for effective CLIL teaching in Argentina. Latin American Journal of Content and Language Integrated Learning, 2(2), 37–43. Retrieved from http://journals.sfu.ca/laclil/index.php/LACLIL/article/view/18/12

Rodríguez, M. (2011). CLILL: Colombia leading into content language learning. Íkala, 16(28), 79–89.

Rodriguez Bonces, J. (2012). Content and language integrated learning (CLIL): Considerations in the Colombian context. GIST: Education and Learning Research Journal, 6(6), 177–189.

Ruiz-Garrido, M., & Gómez, I. F. (2009). Needs analysis in a CLIL context: A transfer from ESP. In D. Marsh, P. Mehisto, D. Wolff, R.

Aliaga, T. Asikainen, M. J. Frigols-Martin, … G. Langé (Eds.), CLIL Practice: Perspectives from the field (pp. 179–188). Jyväskylä, Finland: CLIL Cascade Network, University of Jyväskylä.

Temirova, F., & Westall, D. (2015). Analysis of first and foreign language use in content and language integrated learning (CLIL) classrooms. Procedia - Social and Behavioral Sciences, 178, 217–221. http://dx.doi.org/10.1016/j.sbspro.2015.03.184

World Bank. (2016). Government expenditure on education, total (% of GDP) (SE.XPD.TOTL.GD.ZS). World Development Indicators. Retrieved from http://databank.worldbank.org/data/reports.aspx?source=2&series=SE.XPD.TOTL.GD.ZS&country

Woźniak, M. (2013). CLIL in Pharmacy : A case of collaboration between content and language lecturers. Language Value, 5(1). http://dx.doi.org/10.6035/LanguageV.2013.5.6

Zhyrun, I. (2016). Culture through Comparison : Creating Audio-visual Listening Materials for a CLIL Course *. Latin American Journal of Content & Language Integrated Learning, 9(2), 3451–373. http://dx.doi.org/10.5294/laclil.2016.9.2.5

Published

2016-12-21

How to Cite

McDougald, J. S. (2016). CLIL approaches in education: Opportunities, challenges, or threats?. Latin American Journal of Content & Language Integrated Learning, 9(2). https://doi.org/10.5294/7374

Issue

Section

Editorial