Content and Language Integrated Learning (CLIL): Limitations and Possibilities

Autor/in	Harrop, Ena
Titel	Content and Language Integrated Learning (CLIL): Limitations and Possibilities
Quelle	(2012) 21, S.57-70 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1989-0796
Schlagwörter	Evidence; Curriculum Development; Educational Opportunities; Barriers; Performance Factors; Cross Cultural Studies; Language Proficiency; Linguistic Competence; Motivation; Cultural Awareness; Bilingual Education; Definitions; Second Language Programs; Immersion Programs; Cultural Influences; Political Influences; Social Influences + Suchen Sie Ihr Suchwort? Evidenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsangebot; Bildungschance; Leistungsindikator; Cultural comparison; Kulturvergleich; Language skill; Language skills; Sprachkompetenz; psychologische; Motivation (psychologisch); Cultural identity; Kulturelle Identität; Bilingual teaching; Bilingualer Unterricht; Begriffsbestimmung; Immersionsprogramm; Cultural influence; Kultureinfluss; Political influence; Politischer Einfluss; Sozialer Einfluss
Abstract	CLIL is currently enjoying a surge in popularity across the world in its cross-curricular form. While the structural difficulties in implementing CLIL are often recognised, there is little discussion of its inherent limitations. Focusing on cross-curricular programmes, this article analyses critically four of CLIL's central claims against the evidence of the latest research. The claims analysed are: CLIL leads to greater linguistic proficiency, it boosts motivation, it is suitable for learners of all abilities and it leads to greater intercultural awareness. The article concludes that while all four claims are, to a large degree, substantiated by the evidence, there are also clear limitations, stemming from theoretical and methodological shortcomings of the CLIL model, as well as from its interaction with contextual factors. The article suggests a number of ways in which these limitations can be addressed and concludes that, unless remedied, they could lead to an understandable yet regrettable disappointment with a model that is genuinely promising. (Contains 2 footnotes.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10