Questions about CLIL which are unfortunately still not outdated
A reply to Pérez-Cañado
Bibliographic Data
| ID | 21196891 |
|---|---|
| Authors | Anthony Bruton (0000-0001-9419-1319, Universidad de Sevilla, corresponding author) |
| Year | 2019 |
| Volume | 10 |
| Issue | 4 |
| Pages | 591-602 |
| Publication date | 2019-11-26 |
| 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-2017-0059 |
| OpenAlex | W2768807527 |
| Language | EN |
| Citations received | 10 |
| References cited | 19 |
This response to Pérez-Cañado’s (2017) disappointing defence of CLIL interests insists on the need for a clear definition of CLIL not only so that it can be characterised for comparative purposes, but also so that the fundamentals underlying it can be scrutinised, instead of the continued hedging of bets on a moving target, justified for its contextual flexibility. As an example, whether CLIL classes are accompanied by FL classes on the curriculum or not is not a minor issue, both practically and theoretically. In addition other questions are reconsidered such as the communicative nature of CLIL, especially when it comes to whether the content is likely to be more motivating, and the supposed egalitarianism of CLIL initiatives. Finally, two research issues are discussed. Firstly, an example demonstrates how it is perfectly legitimate to critique empirical CLIL research which argues apparently beneficial results from a ‘due to’ stance by countering it with ‘despite’ arguments, while leaving much of the flawed CLIL research aside. Secondly, there is a reiterated demand that disinterested research at a curricular level confront outcomes in both the FLs and the content covered in CLIL programmes for all the state-school students affected both directly or indirectly, and in comparable terms
Aside · Content and language integrated learning · Curriculum · Economics · Egalitarianism · Empirical research · Epistemology · Linguistics · Management · Pedagogy · Political science · Sociology · Law · Philosophy · Psychology · Second Language Learning and Teaching
CLIL research over the past three decades
The ups and downs of CLIL lessons
What’s hot and what’s not on the current CLIL research agenda
Accommodating diversity in linguistic and intercultural teaching
Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan
Inclusive teaching practices implemented in primary school bilingual programmes in Spain
Inclusion and diversity in bilingual education
Research into practice
All-or-nothing CLIL
This Issue
Critical Analysis of CLIL
Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010)
The Effects of Content and Language Integrated Learning in European Education
Stopping the “pendulum effect” in CLIL research
Curricular models of CLIL education in Poland
CLIL research in Europe
Content-based instruction and content and language integrated learning
Clil
CLIL (Content and Language Integrated Learning)
Is CLIL so beneficial, or just selective? Re-evaluating some of the research
Clil
| Unique citing works | 10 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2018 - 2025 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |