Innovations and Challenges in CLIL Implementation in South America

Bibliographic Data

ID5135264
AuthorsDomingos Sávio Pimentel Siqueira (0000-0003-4187-4997, Domingos Sávio Pimentel Siqueira is in the Department of Germanic Languages, Bahia Federal University.), Julia Landau (0000-0001-7751-1106, Julia Landau is at the Girassol School.), Raul Albuquerque Paraná (0000-0002-4184-1901, Raul Albuquerque Paraná is at Jyväskylä University.)
Year2018
Volume57
Issue3
Pages196-203
Publication date2018-07-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2018.1484033
OpenAlexW2810770881
LanguageEN
Citations received6
References cited29

After an exponential uptake in Europe over the past 2 decades, content and language integrated learning (CLIL) is being increasingly adopted in South American countries, where it has been "embraced quickly and enthusiastically by stakeholders" (Lasagabaster & Doiz, 2016, p. 1). Although valuable lessons can be learned from the European context, their experience cannot be extrapolated to this new reality, given the different circumstances surrounding language education in both continents. This article focuses on the way CLIL is working in the diverse South American countries, with special emphasis on Brazil. CLIL's innovative traits in this setting, the chief challenges faced by its application, and the main ways forward in this scenario are also examined, to offer another perspective on CLIL implementation

Bilingual education · Content and language integrated learning · Context (archaeology · Foreign language · Geography · Pedagogy · Perspective (graphical · Political science · Sociology · Computer Science · Second Language Learning and Teaching

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