Content and Language Integrated Learning
Panacea or Policy Borrowing Myth
Bibliographic Data
| ID | 21196641 |
|---|---|
| Authors | Amos Paran (0000-0002-4791-1819, University of London, corresponding author) |
| Year | 2013 |
| Volume | 4 |
| Issue | 2 |
| Pages | 317-342 |
| Publication date | 2013-10-25 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics Review (JOURNAL) |
| Journal identifiers | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2013-0014 |
| OpenAlex | W2017176063 |
| Language | EN |
| Citations received | 48 |
This paper examines the spread of Content and Language Integrated Learning (CLIL) through a number of lenses. It argues that the supporters and promoters of CLIL position it as a near-panacea and attribute to it a large number of benefits, not all of which are supported by research. Looking at the issues arising from recent attempts to define CLIL, the paper proposes a distinction between weak and strong CLIL. The paper points to the lacunae in the research into CLIL, and suggests that these gaps are the result of educational policies that privilege a second language over other curricular subjects. Looking at the contexts where CLIL seems to succeed, as well as places where such teaching has been acknowledged to fail, it emerges that success is often connected to a high level of student selection on a number of criteria, as well as a high level of investment in teachers and teaching, and that CLIL often privileges those students who are already high achievers both in language and content. The paper then looks at the way in which the spread of CLIL policies can be understood through theories of policy borrowing and educational transfer
Art · Content and language integrated learning · Foreign language · Literature · Mathematics education · Mythology · Pedagogy · Political science · Sociology · Computer Science · Law · Psychology · Second Language Learning and Teaching · Artificial Intelligence
Narrative Analysis as a Means of Investigating CLIL Teachers’ Meaningful Experiences
Classroom Interaction in CLIL Programs
Equity in Bilingual Education
Expérience et apprentissage en contexte EMI à l’université
CLIL students' perceptions of their language learning process
Language-responsive mathematics teaching and AEN learners in a CLIL context
The ups and downs of CLIL lessons
To what extent do affective variables correlate with content learning achievement in CLIL programmes
Participation in bilingual education programs as a key factor to linguistic success
Demographic silencing, ableism, and racialization in dual language bilingual education
Stopping the “pendulum effect” in CLIL research
What’s hot and what’s not on the current CLIL research agenda
Content and Language Integrated Learning in primary schools in Andalusia
Code-switching in a CLIL multilingual setting
Accommodating diversity in linguistic and intercultural teaching
The medium of instruction policy in Hong Kong
Policy borrowing for a world-class university
Ethnic equity, Mapudungun, and CLIL
Inclusive CLIL
Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan
CLIL and pedagogical innovation
Content-based instruction and content and language integrated learning
School leaders’ perspectives on content and language integrated learning in England
Learning through a second or additional language
Way forward in the twenty-first century in content-based instruction
The integration of content and language in CLIL
The effects of CLIL on oral comprehension and production
English medium instruction for whom and for what? Rethinking the language-content relationship in higher education
Assessing the influence of socio-economic status on students' performance in Content and Language Integrated Learning
The (heterogeneous) effect of CLIL on content-subject and cognitive acquisition in primary education
Identifying difficulties and best practices in catering to diversity in CLIL
The effect of parental education level on perceptions about CLIL
The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils
Attention to diversity in bilingual education
Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes
Inclusion and diversity in bilingual education
To what extent does parental educational background affect CLIL learners’ content subject learning? Evidence from research in Spain
Immersed in academic English
Does the teaching of physical education in a foreign language jeopardise children's physical activity time? A pilot study
CLIL Students’ Affectivity in the Transition between Education Levels
Impact of the Madrid CLIL bilingual program on student achievement in primary and secondary education
Innovations and Challenges in CLIL Implementation in Europe
Research into practice
Primary students’ satisfaction with CLIL and perceived CLIL linguistic difficulty
Influences on teachers’ attitudes towards languages of learning and teaching
Innovations and Challenges in Attending to Diversity through CLIL
This Issue
English-Medium Instruction and Content Learning in Higher Education
| Unique citing works | 48 |
|---|---|
| Citations per year | 4,36 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 46 |