Demystifying some possible limitations of CLIL (content and language integrated learning) in the EFL classroom


  • Livia Carolina Ravelo Author Instituto Superior Dr. Joaquín V. González



AICLE, limitaciones, implementación, inglés como lengua extranjera, contexto de docencia .


As a result of globalization, the world is constantly changing, people are overwhelmed with information and English is the language that typically serves as lingua franca to learn new content. In recent years, as a direct response to these changes, CLIL (Content and Language Integrated Learning) may be considered the approach in charge of providing suitable answers despite its possible limitations. Innovations, changes, students´ needs, new resources, meaningful content and a communicative perspective are involved in CLIL, a profitable and valuable means to teaching English as a Foreign Language. The main purpose of this work is to encourage EFL teachers to implement this approach, in spite of its constraints. Now the challenge seems to be finding out how this approach will lead us towards the achievement our goal.


Keywords: CLIL drawbacks, CLIL implementation, EFL teaching contexts


Download data is not yet available.

Author Biography

Livia Carolina Ravelo, Instituto Superior Dr. Joaquín V. González

Livia Carolina Ravelo holds a Master´s degree in Discourse Analysis from the University of Buenos Aires, Argentina. She also holds an M.A. in the teaching of Spanish and English as a foreign language from the University of Jaén (Spain). She has vast experience in the teaching of English as a foreign language in primary, secondary, tertiary and university level in Argentina. Her research interests are CLIL, historical comics, and the social sciences. At present she is a lecturer in Geography and Culture of the UK and the USA, and Discourse Analysis at Instituto Superior del Profesorado Dr. Joaquín V. González, CABA, Argentina.


Celce-murcia, M. (1980). New methods in perspective in mextesol journal iv/4.

Coyle, C., Hood, P., Marsh, D. (2010). Content and language Integrated Learning. Cambridge: Cambridge University Press.

Crandall, J. (1998). Collaborate and cooperate. Teacher education for integrating language and content instruction. Retrieved from:

Dirección general de cultura y educación de la provincia de Buenos Aires. (2010). Diseño curricular para la educación secundaria ingles 5to año. La Plata. Buenos Aires.

Graddol, D. (2004): Spoken everywhere but at what cost? Retrieved from:,12674,1464367,00.html

Graddol, D. (2006): English next: British council publications. Retrieved from:

Marsh, D. (2002): Content and language integrated learning: the European dimension - actions, trends and foresight potential). Retrieved from:

Marsh, D. (2004): Adding language without taking way Retrieved from:,12674,1464367,00.html

Marsh, D., Maljers, A., Hartiala, A. (2001). Profiling European Clil classrooms. Languages open doors. The Netherlands & University of Jyväskylä: European Platform for Dutch Education. Retrieved from:

Phillipson, R. (1992): Linguistic imperialism. Oxford: Oxford University Press.




How to Cite

Ravelo, L. C. (2014). Demystifying some possible limitations of CLIL (content and language integrated learning) in the EFL classroom. Latin American Journal of Content & Language Integrated Learning, 7(2), 71–82.