Skip to main content
SpringerLink
Log in

Language Awareness and CLIL

  • Reference work entry
  • First Online:
Language Awareness and Multilingualism

Part of the book series: Encyclopedia of Language and Education ((ELE))

  • 3925 Accesses

Abstract

This review is devoted to Content and Language Integrated Learning (CLIL), an educational approach where content is taught through the medium of a second or an additional language. The review starts with the early developments of the approach, where policy-driven initiatives on the part of the European Union are coupled with grassroots actions undertaken in different contextual and educational settings.

Given the diversity of research and studies, a summary of some of the major contributions will be discussed. These include contributions focusing on both the content and the learning outcomes of the approach. Classroom-based research is also analyzed, among other factors. Work in progress related to the diverse array of programs is later presented, together with new notions on multilingualism and CLIL.

The review ends with some problems and difficulties encountered when implementing CLIL and future directions which include the necessity for more large-scale studies and the need for integration in CLIL.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 329.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 449.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Airey, J. (2009). Science, language and literacy: Case studies of learning in Swedish university physics. Doctoral thesis. 256.

    Google Scholar 

  • Bruton, A. (2013). CLIL. Some of the reasons why… and why not. System, 41, 587–597.

    Article  Google Scholar 

  • Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different? Language, Culture and Curriculum, 28(1), 8–24.

    Article  Google Scholar 

  • Cenoz, J., & Gorter, D. (Eds.). (2015). Multilingual education: Between language learning and translanguaging. Cambridge: Cambridge University Press.

    Google Scholar 

  • Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243–262.

    Article  Google Scholar 

  • Coyle, D. (1999). Supporting students in CLIL contexts: Planning for effective classrooms. In J. Masih (Ed.), Learning through a foreign language: Models, methods and outcomes (pp. 46–62). Lancaster: CILT.

    Google Scholar 

  • Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. New York: Cambridge University Press.

    Google Scholar 

  • Dalton-Puffer, C. (2011). Content and language integrated learning: From practice to principles. Annual Review of Applied Linguistics, 31, 182–204.

    Article  Google Scholar 

  • Dalton-Puffer, C., Nikula, T., & Smit, U. (Eds.). (2010). Language use and language learning in CLIL classrooms. Amsterdam/Philadelphia: John Benjamins.

    Google Scholar 

  • Dalton-Puffer, C., Llinares, A., Lorenzo, F., & Nikula, T. (2014). “You can stand under my umbrella”: Immersion, CLIL and bilingual education. A response to Cenoz, Genesee & Gorter (2013). Applied Linguistics, 35(2), 213–218.

    Article  Google Scholar 

  • Denman, J., Tanner, R., & de Graaff, R. (2013). CLIL in junior vocational secondary education: Challenges and opportunities for teaching and learning. International Journal of Bilingual Education and Bilingualism, 16(3), 285–300.

    Article  Google Scholar 

  • Genesee, F., & Lindholm-Leary, K. (2013). Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3–33.

    Article  Google Scholar 

  • Hellekjaer, G. O. (2010). Language matters: Assessing lecture comprehension in Norwegian English medium higher education. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms (pp. 233–258). Amsterdam/Philadelphia: John Benjamins.

    Chapter  Google Scholar 

  • Hüttner, J., & Smit, U. (2014). CLIL: The bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why… and why not. System, 44, 160–167.

    Article  Google Scholar 

  • Jäppinen, A.-K. (2006). CLIL and future learning. In S. Björklund, K. Mard-Miettinen, M. Bergström, & M. Södegard (Eds.), Exploring dual-focussed education. Integrating language and content for individual and societal needs (Vaasan Yliopiston Julkaisuja Selvityksiä Ja Raportteja 132). Vasa: Vasa universitet.

    Google Scholar 

  • Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64, 367–375.

    Article  Google Scholar 

  • Lin, A. M. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74–89.

    Article  Google Scholar 

  • Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge: Cambridge University Press.

    Google Scholar 

  • Lyster, R. (2007). Learning and teaching language thought content. Amsterdam: John Benjamins.

    Google Scholar 

  • Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research, 15, 279–288.

    Article  Google Scholar 

  • Maillat, D. (2010). The pragmatics of L2 in CLIL. In C. Dalton Puffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms (pp. 39–58). Amsterdam/Philadelphia: John Benjamins.

    Chapter  Google Scholar 

  • Marsh, D., Maljers, A., & Hartiala, A. K. (2001). Profiling European CLIL classrooms. University of Jyväskylä/European Platform for Dutch Education. Finland: University of Jyväskylä.

    Google Scholar 

  • Nikula, T., Dalton-Puffer, C., & Llinares, A. (2013). CLIL classroom discourse: Research from Europe. Journal of Immersion and Content-Based Language Education, 1(1), 70–100.

    Article  Google Scholar 

  • Paran, A. (2013). Content and language integrated learning: Panacea or policy borrowing myth? Applied Linguistics Review, 4(2), 317–342.

    Article  Google Scholar 

  • Ruiz de Zarobe, Y. (2014). Implementing CLIL in education: The effects of content based instruction. In M. Juan Garau & J. Salazar (Eds.), Content-based language learning in multilingual educational environments (pp. 51–68). New York: Springer.

    Google Scholar 

  • Ruiz de Zarobe, Y., & Jiménez Catalán, R. M. (Eds.). (2009). Content and language integrated learning: Evidence from research in Europe. Bristol: Multilingual Matters.

    Google Scholar 

  • Ruiz de Zarobe, Y., Sierra, J. M., & Gallardo del Puerto, F. (Eds.). (2011). Content and foreign language integrated learning: Contributions to multilingualism in European contexts. Bern: Peter Lang.

    Google Scholar 

  • Seikkula-Leino, J. (2007). CLIL learning: Achievement levels and affective factors. Language and Education, 21, 328–341.

    Article  Google Scholar 

  • Smit, U., & Dafouz, E. (Eds.). (2012). Integrating content and language in higher education. Gaining insights into English-medium instruction at European universities (AILA review, Vol. 25). Amsterdam: John Benjamins.

    Google Scholar 

  • Yi Lo, Y., & Lin, A. M. (2015). Designing multilingual and multimodal CLIL frameworks for EFL students (Special issue). International Journal of Bilingual Education and Bilingualism, 18(3), 261–269.

    Google Scholar 

Download references

Funding

The review on CLIL presented here is the result of an extensive review of the literature of the research project FFI2012-31811, funded by the Spanish Ministry of Economy and Competitiveness and the Basque Department of Education, Research and Universities, IT311-10 (UFI 11/06).

Author information

Authors and Affiliations

  1. Department of English Studies, University of the Basque Country, UPV/EH, Paseo de la Universidad 5, 01006, Vitoria-Gasteiz, Spain

    Yolanda Ruiz de Zarobe

Authors
  1. Yolanda Ruiz de Zarobe
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yolanda Ruiz de Zarobe .

Editor information

Editors and Affiliations

  1. Faculty of Education Philosophy and Anthropology, University of the Basque Country UPV/EHU, Donostia – San Sebastián, Spain

    Jasone Cenoz

  2. Faculty of Education Philosophy and Anthropology, University of the Basque Country UPV/EHU, Donostia – San Sebastián, Gipuzkoa, Spain

    Durk Gorter

  3. Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand

    Stephen May

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing Switzerland

About this entry

Cite this entry

de Zarobe, Y.R. (2017). Language Awareness and CLIL. In: Cenoz, J., Gorter, D., May, S. (eds) Language Awareness and Multilingualism. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02240-6_13

Download citation

Publish with us

Policies and ethics

Search

Navigation