Expanding the value of CLIL: Perspectives from primary to higher education
DOI:
https://doi.org/10.5294/laclil.2020.13.2.1Keywords:
CLIL, EMI, CBI, Teachers' perceptions, Bilingual education, multilingual education, globalization in educationAbstract
The world continues to evolve, where globalization has been the driving factor behind changes in society, thereby creating challenges that could be seen as opportunities in education. Areas such as collaboration, teamwork along with intercultural awareness and communication are just a few of the areas that are being addressed in the educational arena amongst practitioners. Approaches such as Content and Language Integrated Learning (CLIL), Content Based Instruction (CBI) and English as a Medium of Instruction (EMI) have proven to be viable options for bi/multilingual educational environments across the globe. This editorial discusses research from four continents – the Americas, Asia, Europe, and the Middle East (The United States of America, Taiwan, Iran, Mexico, Turkey, Colombia, Puerto Rico, and Italy) – reporting on the diversity in integrating content and language in bi/multilingual teaching environments.
Key issues such as children’s literature and CLIL, reading comprehension in English as a Foreign Language (EFL), language objectives in lesson plans and assessment in content-based instruction. Furthermore, EMI and the internationalization of higher education, teachers’, and students’ beliefs on the use of Spanish in an advanced English classroom and the implementation of CLIL in the field of pharmacology will also be discussed, where insights into how content and language are integrated at the different educational levels.
Downloads
References
Arias, A. (2020). Teachers’ challenges to write content and language objectives for CBI lesson plans at a Mexican university. Latin American Journal of Content & Language Integrated Learning, 13(2), 215–240. https://doi.org/10.5294/laclil.2020.13.2.4
Bahrami, S., & Rahimy, R. (2020). Investigating impact of analysis matrix summarization technique on Iranian university students’ reading comprehension enhancement. Latin American Journal of Content & Language Integrated Learning, 13(2), 191–214. https://doi.org/10.5294/laclil.2020.13.2.3
Banegas, D. L., Poole, P. M., & Corrales, K. A. (2020). Content and language integrated learning in Latin America 2008–2018: Ten years of research and practice. Studies in Second Language Learning and Teaching, 10(2), 283–305.
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In Griffin P., McGaw B., Care E. (Eds.), Assessment and Teaching of 21st Century Skills (Vol. 9789400723, pp. 17–66). Springer. https://doi.org/10.1007/978-94-007-2324-5_2
Corrales, K. A., Rey, L. A., & Escamilla, N. S. (2016). Is EMI Enough? Perceptions from university professors and students. Latin American Journal of Content & Language Integrated Learning, 9(2), 17–36. https://doi.org/10.5294/laclil.2016.9.2.6
Filice, S. (2020). CLIL in pharmacology: Enabling student voice. Latin American Journal of Content & Language Integrated Learning, 13(2), 313–338. https://doi.org/10.5294/laclil.2020.13.2.7
Goris, J., Denessen, E., & Verhoeven, L. (2019). The contribution of CLIL
to learners’ international orientation and EFL confidence. The Language Learning Journal, 47(2), 246–256. https://doi.org/10.1080/09571736.2016.1275034
Graham, K. M., Matthews, S. D., & Eslami, Z. R. (2020). Using children’s literature to teach the 4Cs of CLIL: A systematic review of EFL studies. Latin American Journal of Content & Language Integrated Learning, 13(2), 163–190. https://doi.org/10.5294/laclil.2020.13.2.2
Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S., & Dixon, L. Q. (2018). Language and content outcomes of CLIL and EMI: A systematic review. Latin American Journal of Content & Language Integrated Learning, 11(1), 19–38. https://doi.org/10.5294/laclil.2018.11.1.2
Gupta, P. (2017). Impact of globalization in education. https://edtechreview.in/news/2730-globalization-in-education
Isık, A. (2020). How effective is the assessment component of a customized CLIL program? Latin American Journal of Content & Language Integrated Learning, 13(2), 241–287. https://doi.org/10.5294/laclil.2020.13.2.5
Jalo, M. L., & Pérez Albizú, C. (2014). CLIL: The approach for the future? Memoria Académica.
Kowalczuk-Walêdziak, M., Korzeniecka-Bondar, A., Danilewicz, W., & Lauwers, G. (Eds.). (2019). Rethinking Teacher Education for the 21st Century: Trends, Challenges and New Directions. Opladen; Berlin; Toronto: Verlag Barbara Budrich, (pp 12-24). https://doi.org/10.2307/j.ctvpb3xhh
Lin, A. M. Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74-89. https://doi.org/10.1080/07908318.2014.1000926
Mari, V., & Carrol, K. S. (2020). Puerto Rican teachers’ and students’ beliefs toward Spanish use in the classroom. Latin American Journal of Content & Language Integrated Learning, 13(2), 289–311. https://doi.org/10.5294/laclil.2020.13.2.6
McDougald, J. S. (2015). Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal, 17(1), 25–41. https://doi.org/10.14483/udistrital.jour.calj.2015.1.a02
Penprase, B. E. (2018). The fourth industrial revolution and higher education. In N. Gleason (Ed.), Higher Education in the Era of the Fourth Industrial Revolution (pp. 207–228). Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-0194-0_9
Pérez-Cañado, M. L. (2016). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education, 39(2), 202–221. https://doi.org/10.1080/02619768.2016.1138104
Taillefer, G. (2013). CLIL in higher education: the (perfect?) crossroads of ESP and didactic reflection. Multiplicités Des Approches En Anglais de Spécialité, 63(2013), 31-53. https://doi.org/10.4000/asp.3290
Tejada-Sanchez, I., & Molina-Naar, M. (2020). English medium instruction and the internationalization of higher education in Latin America: A case study from a Colombian university. Latin American Journal of Content & Language Integrated Learning, 13(2), 339-367. https://doi.org/10.5294/laclil.2020.13.2.8
Trilling, B., & Fadel, C. (2012). 21st Century Skills Learning for Life in Our Times (1st ed.). John Wiley and Sons Inc.
Várkuti, A. (2010). Linguistic benefits of the CLIL approach: Measuring linguistic competences. International CLIL Research Journal, 1(3), 67–79.
Yang, W. (2017). Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach. International Journal of Bilingual Education and Bilingualism, 20(6), 607-624, https://doi.org/10.1080/13670050.2015.1061474
Youssef, L. (2014). Globalisation and higher education: from within-border to cross-border. Open Learning: The Journal of Open, Distance and e-Learning, 29(2), 100–115. https://doi.org/10.1080/02680513.2014.932686
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Latin American Journal of Content & Language Integrated Learning
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This Journal and its articles are published under the Creative Commons CC BY 4.0 DEED Attribution 4.0 International license. You are free to: Share — copy and redistribute the material in any medium or format for any purpose, even commercially. Adapt — remix, transform, and build upon the material for any purpose, even commercially. The license cannot revoke these freedoms as long as you follow the terms of the license.
