Content and Language Integrated Learning (CLIL) at school in Europe.

Institution	Europäische Kommission / EURYDICE
Titel	Content and Language Integrated Learning (CLIL) at school in Europe.
Quelle	Brüssel: Eurydice (2006), 78 S.Verfügbarkeit
Reihe	Survey. Eurydice (Brussels)
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-79-00580-4
Schlagwörter	Erziehungsziel; Evaluation; Belgien; Bulgarien; Curriculum; Dänemark; Deutschland; England; Estland; Finnland; Frankreich; Fremdsprache; Fremdsprachenunterricht; Griechenland; Großbritannien; Irland; Island; Italien; Lehrerfortbildung; Liechtenstein; Luxemburg; Malta; Mehrsprachigkeit; Naturwissenschaftlicher Unterricht; Niederlande; Norwegen; Österreich; Organisation; Polen; Portugal; Rumänien; Schottland; Schülerbeurteilung; Schule; Slowakei; Slowenien; Spanien; Struktur; Wales; Erziehungsziel; Evaluation; Lettland; Linguistik; Litauen; Nordirland; Schweden; Ungarn; Zypern; Pilotprojekt; Analyse; Fachdidaktik; Qualifikation; Fächerübergreifender Unterricht; Modellversuch; Rekrutierung; Unterrichtszeit; Zertifizierung; Europäische Union; Schule; Lehrerausbildung; Lehrerfortbildung; Schülerbeurteilung; Curriculum; Unterrichtszeit; Fachdidaktik; Linguistik; Fächerübergreifender Unterricht; Fremdsprache; Fremdsprachenunterricht; Mehrsprachigkeit; Modellversuch; Kunstunterricht; Naturwissenschaftlicher Unterricht; Europäische Identität; Sozialwissenschaftlicher Unterricht; Qualifikation; Analyse; Organisation; Rekrutierung; Struktur; Studie; Zertifizierung; Europäische Union; Studie; Belgien; Bulgarien; Deutschland; Dänemark; England; Estland; Finnland; Frankreich; Griechenland; Großbritannien; Irland; Island; Italien; Lettland; Liechtenstein; Litauen; Luxemburg; Malta; Niederlande; Nordirland; Norwegen; Polen; Portugal; Rumänien; Schottland; Schweden; Slowakei; Slowenien; Spanien; Tschechische Republik; Ungarn; Wales; Zypern; Österreich
Abstract	The distinctive feature of Content and Language Integrated Learning (CLIL) is that (in a context other than that of language lessons) pupils are taught different subjects in the curriculum in at least two languages. With 2004/05 as its reference year, this study is based on information contained in national descriptions from the 30 of the Eurydice Network member countries, which were prepared using a Guide to Content devised by the Eurydice European Unit and may be accessed online at http://www.eurydice.org. The study covers pre-primary, primary and secondary education corresponding to ISCED levels 0, 1, 2 and 3. A definition for this is available in the part 'Glossary'. Only type provision in mainstream public-sector and grant-aided private education is taken into account. The status of languages selected to teach subjects in the curriculum is of special relevance as the survey includes different types of CLIL target language (foreign languages, other official State languages and/or regional minority languages). A preliminary analysis was undertaken of how the status of target languages, in terms of the foregoing types, might be relevant to each of the topics discussed. The results of the survey are set out in five chapters. The first two examine the general framework for this kind of provision (its position in the education system and how it is organised and evaluated). They reveal that the status of the target languages concerned, as well as the subjects in the curriculum and the time officially devoted to it, vary very widely. The most current forms of pilot project are discussed in the third chapter. Issues relating to teachers are discussed in the fourth chapter. The emphasis is mainly on recruitment procedures, special initial and in-service training and financial or other benefits. Problems and debate concerning the development of this kind of provision are the subject of the final chapter. The shortage of teachers, the difficulty of finding appropriate teaching materials, legislative restrictions or the high cast of introducing this kind of provision are identified as the main barriers preventing it from becoming more widespread. (DIPF/Orig./Ba.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/5