Putting CLIL into practice in different educational contexts; Italy, Spain, Turkey, and the Czech Republic
DOI:
https://doi.org/10.29329/pedper.2022.493.3Keywords:
CLIL, foreign language teaching, multilingual education, educational contexts, legislative frameworkAbstract
Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL serves perfectly for the European aim of being ‘plurilingual’ to create a common future through a mutual understanding with the European citizens, who are able to speak at least two European languages capable enough to communicate and switch between languages, in addition to their mother tongue. This paper represents a comparative study of the differences in implementing CLIL methodology at the various national levels among one non-European, and three European countries, namely Italy, Spain, the Czech Republic, and Turkey. Not only does it tend to reveal the diversity of approaches towards CLIL as a popular method to teach and learn the content through a second language, but also it offers an insight into the legislation policies of these countries and their interest to promote CLIL as a national tool in supporting language learning to become a multicultural society. The aim of the study is to bring answers to the following questions (1) Is CLIL used at all levels of education? (2) Is it compulsory or voluntary to implement CLIL at schools? (3) Are these schools private or public? and last but not least (4) If the schools themselves can decide to implement CLIL or if they need approval from a higher authority. All four countries record an increase in the popularity of CLIL methodology in teaching and learning foreign languages, however as this paper demonstrates, levels and forms of implementation differ. The question for further investigation poses itself and sounds, “Is it a consequence of legislative support?”.
References
Admiraal, W. G., Westhoff, & de Bot, K. (2006). Evaluation of bilingual secondary education in the Netherlands: Students’ language proficiency in English. Educational Research and Evaluation, 12, 75-93. DOI: 13803610500392160
Alonso, E., Grisaleña, J., & Campo, A. (2008). Plurilingual education in secondary schools: Analysis of results. International CLIL Research Journal, 1(1), 36-4.
Baetens Beardsmore, H. (1993) European models of bilingual education: Practice, theory, and development. Journal of Multilingual and Multicultural Development, 14:1-2, 103-120, DOI: 10.1080/01434632.1993.9994523
Broek, S., & van den Ende, I. (2013). The Implementation of the common European framework for languages in European education systems. https://www.europarl.europa.eu/RegData/etudes/etudes/join/2013/495871/IPOL-CULT_ET(2013)495871_EN.pdf
Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243–262. DOI: 10.1093/applin/amt011
Coonan, C. M. (2017). CLIL teacher education: Issues and direction. Language Teacher Education, 4(2), August 10. http://www.waseda.jp/assoc-jacetenedu/VOL4NO2.pdf
Coyle, D. (1999). Theory and planning for effective classrooms: supporting students in content and language integrated learning contexts. Masih, J (Ed). Learning through a foreign language. London: CILT.
Coyle, D. (2006). Developing CLIL: Towards a theory of practice. In Monograph 6 APAC Barcelona.
Coyle, D. (2008). CLIL—A Pedagogical Approach from the European Perspective. In: Hornberger, N.H. (eds) Encyclopedia of Language and Education. Springer, Boston, MA. DOI: 10.1007/978-0-387-30424-3_92
Coyle, D., Hood, P., & Marsh, D. (2010). Content and language-integrated learning. Cambridge University Press.
Coşkun-Demirpolat, B. (2015). Türkiye’nin yabancı dil öğretimiyle imtihanı sorunlar ve çözüm önerileri. https://file.setav.org/Files/Pdf/20150707131308_131_yabancidil_web.pdf
Dalton-Puffer C (2008) Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe. In: Delanoy W, Volkmann L (eds) Future perspectives for English language teaching. Heidelberg: Carl Winter, pp.139–157.
Drafting a new strategy for CLIL in Europe recommendations from the policy workshop in Como 10-12 March 2014. (2014). CLIL Policy and Practice: Competence-Based Education for Employability, Mobility, and Growth (March), 1–5.
Di Martino, E., & Di Sabato, B. (2012). CLIL implementation in Italian schools: Can the long ago employed teacher be trained effectively? The Italian protagonists’ voice. Latin American Journal of Content and Language Integrated Learning, 5(2), 73–105. DOI: 0.5294/laclil.2012.5.2.9
Diezmas, E., N. (2016). The impact of CLIL on the acquisition of L2 competencies and skills in primary education. International Journal of English Studies, 16(2), 21-34. DOI: 10.6018/ijes/2016/2/239611
Edelenbos, P., Johnstone, R., & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners. Final Report of the EAC 89/04, Lot 1 study. Retrieved from http://ec.europa.eu/languages/policy/language- policy/documents/young_en.pdf
European Council. (2002). Presidency Conclusions, 35, 0–72. https://doi.org/10/1/11 REV 1
European Union. (2003). Communication from the Commission to the Council, the European Parliament, the Economic and Social Committee, and the Committee of the Regions. Promoting language learning and linguistic diversity: An action plan 2004-2006. Brussels.
Eurydice. (2006). Content and language integrated learning (CLIL) at school in Europe. https://op.europa.eu/en/publication-detail/-/publication/704958d3-5bdc-4ad4-be6f-11dffc3731df/language-en/format-PDF/source-276809984
Eurydice. (2008). Key data on teaching languages at schools in Europe. https://op.europa.eu/en/publication-detail/-/publication/544da035-905d-49a4-b638-d92c0b350cd8/language-en/format-PDF/source-276811160
Eurydice. (2012). Key data on teaching languages at schools in Europe. https://ec.europa.eu/eurostat/documents/3217494/5775673/EC-XA-12-001-EN.PDF/917d3746-886e-456a-8b01-1971013d1cef
European Commission. (2014). Improving the effectiveness of language learning: CLIL and computer-assisted language learning. ICF GHK London.
Eurydice. (2017). Key data on teaching languages at schools in Europe. https://op.europa.eu/en/publication-detail/-/publication/3b929832-3f61-11e7-a08e-01aa75ed71a1/language-en
Frigols, M. J. (2008). CLIL Implementation in Spain: an approach to different models. CLIL e l’apprendimento delle lingue Le sfide del nuovo ambiente di apprendimento. Università Ca’ Foscari Venezia ISBN: 978-88-7543-220-1
García, O. (2008). Bilingual Education in the 21st Century: A Global Perspective. Malden: Wiley-Blackwell.
Genesee, F. (1998). A case study of multilingual education in Canada, in J. Cenoz and F. Genesee (eds.), Beyond Bilingualism: Multilingualism and Multilingual Education, Multilingual Matters, Clevedon, UK.
Giannini, S. (2015). https://www.thelocal.it/20150130/italy-to-teach-school-subjects-in-english Graddol, D. (2006). English Next. British Council.
Hlaváčová, M., Dvořáková, P., Klečková, G., Novotná, J., & Tejkalová, L. (2011). Seznamte se s CLILem. (T. Šmídová, Ed.) (Vol. 20003). Národní ústav pro vzdělání, školské poradenské zařízení a zařízení pro další vzdělávání pedgogických pracovníků (NÚV), divize VÚP.
Hofmannová, M., & Novotná, J. (2014). CLIL – nový směr ve výuce. Cizí jazyky, 2002/2003, 46 (1).
Integrovaná výuka cizího jazyka a odborného předmětu – CLIL sborník z konference. (2011). Praha: Výzkumný ústav pedagogický.
Istruzione Ministero della Pubblica. (2007). Indicazioni per il curricolo.
Jiménez Catalán, R.M. & Ruiz de Zarobe, Y. (2009). The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL versus non-CLIL Instruction, in Y. Ruiz de Zarobe & R.M. Jiménez Catalán, R.M. (eds.), Content and Language Integrated Learning. Evidence from Research in Europe. Bristol: Multilingual Matters, 81-92.
Lasagabaster, D. (2008). Foreign Language Competence in Content and Language Integrated Learning. Open Applied Linguistics Journal, 1: 31–42.
Lagasabaster, D., & Ruiz de Zarobe, Y. (2010). CLIL in Spain: Implementation, Results and Teacher Training, Cambridge Scholars Publishing.
Langé, G. (2014). CLIL/Emile in Italy: a real driver for lifelong learning.
Langé, G. (2016). CLIL provision in Europe and state of the art in Italy.
Leone, A. R. (2015). Outlooks in Italy: CLIL as language education policy. Working Papers in Educational Linguistics 30(1). http://repository.upenn.edu/wpel/vol30/iss1/3.
Loranc-Paszylk, B. (2009). Integrating reading and writing into the context of CLIL classroom: some practical solutions. International CLIL Research Journal, 1(2), 46-53.
Madrid, D., & Hughes, S., (2011). Introduction to bilingual and plurilingual education. Studies in Bilingual Education, 122. Peter Lang.
Marsh, D. (2002). CLIL/EMILE the European dimension actions, trends, and foresight potential. CLIL/EMILE the European Dimension. Retrieved from http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_en.pdf
Mehisto, P., Marsh, D., & Frigols, M. J. (2009). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford: Macmillan Education.
Ministero dell’istruzione, D. e della ricerca. (2010a). Ministero dell’università e della ricerca. Nonlinear Dynamics, 1–13. https://doi.org/10.1016/j.cherd.2008.12.008.5.E.Gavi
Ministero dell'Istruzione, D. e della Ricerca (2013). Ministero dell’università e della ricerca. Retrieved from http://www.miur.gov.it/normativa1
MIUR. (2018). Contenuti in lingua Straniera - Clil (2018) Available at: https://miur.gov.it/web/guest/contenuti-in-lingua-straniera-clil (Accessed: November 28, 2022).
MIUR (2022) Clil, la formazione per l'insegnamento di una disciplina in lingua straniera Arriva Anche nella scuola dell'infanzia, nel primo ciclo e negli istituti professionali. Mi. Available at: https://www.miur.gov.it/web/guest/-/clil-la-formazione-per-l-insegnamento-di-una-disciplina-in-lingua-straniera-arriva-anche-nella-scuola-dell-infanzia-nel-primo-ciclo-e-negli-istituti-p (Accessed: November 28, 2022).
Naves, T. (2011). How promising are the results of integrating content and language for EFL writing and overall EFL proficiency? in Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (eds.), Content and foreign language integrated learning. Bern: Peter Lang, 103-128.
Navés, T. & Victori, M. (2010). CLIL in Catalonia: An overview of research studies, in Y. Ruiz de Zarobe & D. Lasagabaster (eds.), CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne, UK: Cambridge Scholars, 30-54.
Novotná, J. (2012). Bilingvní výuka na území České republiky. Retrieved February 12, 2018, from http://clil.nuv.cz/uvod-do-clil/3-clil-v-ceskem-vzdelavacim-systemu/3-2- bilingvni-vyuka-na-uzemi-ceske-republiky.html
Novotná, J., Hadj-Moussová, Z., & Hofmannová, M. (2001). Teacher training for CLIL: Competences of a CLIL teacher. Proceedings SEMT 01, 122–126. Retrieved from http://people.fjfi.cvut.cz/novotant/jarmila.novotna/Novotna-et-alSEMT01.pdf
Pavesi, M., Bertocchi, D., Hofmannová, M., & Kazianka, M. (2001). CLIL guidelines for teachers. TIE CLIL. Milan: M.I.U.R., 2001.
Pérez Cañado, M. L. (2011). The Effects of CLIL within the APPP: Lessons learned and ways forward, in R. Crespo & M. García de Sola (eds.). Studies in honour of Ángeles Linde López. Granada: Universidad de Granada, 389-406.
Poza, L. (2017) Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education, 6. Available at: https://doi.org/10.5070/b86110060.
San Isidro, X. (2009). Galicia: Clil Success in a Bilingual Community, in D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M.J Frigols-Martin, S. Hughes & G. Langé (eds.), CLIL Practice: Perspectives from the Field, (pp. 4-13). Jyväskylä: University of Jyväskylä, 4-13, Available from http://www.icpj.eu/?id=1, accessed 19 December, 2014.
Sarıçoban, G. (2012). Foreign language education policies in Turkey. Procedia - Social and Behavioral Sciences, 46, 2643 – 2648
Serragiotto, G. (2017). The Problems of Implementing CLIL in Italy. International Journal of Linguistics, 9(5), 85. doi:10.5296/ijl.v9i5.11829
Scott, D., & Beadle, S. (2014). Improving the effectiveness of language learning: CLIL and computer-assisted language learning.
Šmídová, T., & Sladkovská, K. (2012). Předmluva. Retrieved February 12, 2018, from http://clil.nuv.cz/predmluva.html
Spanish Education System 2009 (Rep. No. 978-84-369-4898-1). (2010). Ministerio De Educación. Secretaría De Estado De Educación Y Formación Profesional.
Takala, S. (2002). ‘Positioning CLIL in the wider context,’ in D. Marsh (ed.), CLIL/EMILE—the European Dimension: Actions, Trends and Foresight Potential, European Commission. DG EAC.
Várkuti, A. (2010). Linguistic Benefits of the CLIL Approach: Measuring Linguistic Competences. International CLIL Research Journal. 1, 3: 67-79.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Pedagogical Perspective
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
