CLIL: Achieving its goals through a multiliteracies framework

Authors

  • Beatrice Dupuy

DOI:

https://doi.org/10.5294/laclil.2011.4.2.3

Abstract

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An integrated world calls for integrated learning. It is in this context that CLIL has emerged to cater to the linguistic and cultural demands created by this global age.

 

Coyle et al. (2010) foreground the integrative aspects of CLIL in the 4Cs Framework which connects “four contextualized building blocks” and as such “takes account of integrating content learning and language learning within specific contexts and acknowledges the symbiotic relationship that exists between these elements” (p.41). In other words, they recognize that acquiring and knowing a content/subject-matter area is about acquiring and knowing its texts.

 

In this paper, I suggest that CLIL goals can best be realized by adopting a multiliteracies framework. I begin by examining the links that exist between CLIL and a multiliteracies framework. Next, I review key aspects of a multiliteracies framework that can support CLIL goals. Finally, I present a model multiliteracies-based CLIL lesson.

Author Biography

Beatrice Dupuy

Beatrice Dupuy (PhD, University of Southern California) is Associate Professor of FL Education and French, French Language Program Director, and a faculty member of the Interdisciplinary Ph.D. program in Second Language Acquisition and Teaching at the University of Arizona. She also co-directs the Center for Educational Resources in Culture, Language, and Literacy, a center funded by the U.S. Department of Education. At the graduate level she teaches a course on post-secondary issues in FL teaching, one on L2 literacy and one on study abroad from a design and curricular perspective. Her research and publications primarily focus on content-based instruction, project-based learning, and teacher education.

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Published

2011-10-25

Issue

Vol. 4 No. 2 (2011)

Section

Articles

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