Abstract
There is a growing pool of evidence casting doubt on the assumption that traditional model of teaching both a foreign language and a content subject is still efficacious. For this reason, a large body of research focuses on analysis of various educational settings which may be conducive to the success of foreign language learners. Content and Language Integrated Learning may be perceived as a good example of such an educational framework. The main aim of this article is to discuss some benefits of CLIL taking into consideration learner’s gains. However, before presenting those arguments, a brief survey of the literature in the area of CLIL will be considered. As a point of departure a definition of Content and Language Integrated Learning will be provided. The subsequent part will touch upon an issue of CLIL development over the years. Given the fact that the implementation of CLIL in schools is usually seen as a very difficult venture, some part of this paper will be devoted to the brief analysis of core features of CLIL methodology. The discussion will be finished with the presentation of some advantages of CLIL education focusing on benefits for learners. Concluding remarks will include some practical considerations concerning issues related to the system of education regarding school leaving exams and also to a CLIL teacher professionalization process.
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Borowiak, A. (2019). CLIL Education. In: Lewandowska-Tomaszczyk, B. (eds) Contacts and Contrasts in Educational Contexts and Translation. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-04978-2_5
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