Innovative Education and CLIL

Innovative Education and CLIL

In this contribution CLIL is considered to be an important driver for educational change. From the mid-nineties onwards CLIL was introduced in Europe as a reaction to poor results regarding language teaching and learning and for promoting the internationalization of education. Some aspects of CLIL a...

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Bibliographic Details
Published in:Research papers in language teaching and learning Vol. 8; no. 1; p. 22
Main Authors: Van De Craen, Piet, Surmont, Jill
Format: Journal Article
Language:English
Published: Patras Hellenic Open University 01-02-2017
Subjects:
Content and language integrated learning
Dyslexia
Foreign language learning
International education
Language instruction
Multilingualism
Pedagogy
Reading instruction
Scaffolding
Teaching methods
Europe
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Summary:In this contribution CLIL is considered to be an important driver for educational change. From the mid-nineties onwards CLIL was introduced in Europe as a reaction to poor results regarding language teaching and learning and for promoting the internationalization of education. Some aspects of CLIL are counter-intuitive and lead to resistance towards its implementation. Some of the paradoxes that accompany these reactions are summarized before tackling what we think is the most important aspect of CLIL, namely the learning issue. We argue that both the learning of languages as well as the subject matter is positively influenced because of the particular way in which learning takes place in a CLIL environment. Particular reference is made to implicit learning, and language pedagogical techniques such as scaffolding and translanguaging. In the last part of this contribution some side effects of CLIL implementation are examined, namely school organization and reading and dyslexia.
ISSN:1792-1244