It is not CLIL that is a success - CLIL students are! Some critical remarks on the current CLIL boom.

Autor/inn/en	Küppers, Almut; Trautmann, Matthias
Titel	It is not CLIL that is a success - CLIL students are! Some critical remarks on the current CLIL boom.
Quelle	Aus: Breidbach, Stephan (Hrsg.); Viebrock, Britta (Hrsg.): Content and language integrated learning (CLIL) in Europe. Research perspectives on policy and practice. Frankfurt am Main: P. Lang (2013) S. 285-296Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-631-64400-3
Schlagwörter	Bildungserfolg; Chancengleichheit; Bildungspolitik; Kind; Hauptschule; Realschule; Schüler; Minderheitensprache; Unterrichtssprache; Bilingualer Unterricht; Fremdsprache; Mehrsprachigkeit; Bilingualismus; Fachunterricht; Diskurs; Wirkung; Migrant; Europa
Abstract	In this article the authors are aiming to challenge the current CLIL debate by putting it into a wider, social and educational context. They are first going to discuss the CLIL success story against the background of the "bilingual controversy", an ongoing discussion in the field of educational theory and school research which revolves around the question whether or not it is a fruitful educational endeavor to develop the family / heritage languages of children with a family history of migration. Second, they will raise the question whether CLIL research has a number of blind spots in terms of selectivity and equity issues, and will then argue that it is necessary to promote a new alley of CLIL research which integrates questions of multilingualism, student equity and mixed abilities. The authors would like to develop their argument in four steps and start off with the general question: On what grounds is CLIL perceived to be such a success? (1). After illuminating major conditions under which CLIL has gained momentum in the past decades in Germany, they will consider arguments raised in debates about minority languages, taking into consideration issues of language status and migration (2). In a next step, they will have a look at the target population for CLIL and practices of inclusion/exclusion at CLIL schools (3). Finally, the authors intend to raise a number of questions concerning the relation between CLIL, CLIL students and a multilingual approach to learning languages for critical citizenship in a globalised world (4). (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/2