{"id":11571,"date":"2024-12-04T10:24:55","date_gmt":"2024-12-04T09:24:55","guid":{"rendered":"https:\/\/blogsaverroes.juntadeandalucia.es\/plurilinguismodelegacionmalaga\/?p=11571"},"modified":"2024-12-04T10:27:34","modified_gmt":"2024-12-04T09:27:34","slug":"lecciones-aprendidas-aicle-y-el-camino-a-seguir-en-la-educacion-bilingue","status":"publish","type":"post","link":"https:\/\/blogsaverroes.juntadeandalucia.es\/plurilinguismodelegacionmalaga\/2024\/12\/04\/lecciones-aprendidas-aicle-y-el-camino-a-seguir-en-la-educacion-bilingue\/","title":{"rendered":"\u00abLecciones aprendidas: AICLE y el camino a seguir en la educaci\u00f3n biling\u00fce\u00bb"},"content":{"rendered":"
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Lessons learned: CLIL and paths forward in bilingual education<\/h1>\n<\/div>\n
One of the ways to improve language teaching and learning standards is Content and Language Integrated Learning (CLIL) – but is it worth the hype?<\/span><\/div>\n
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Authors:<\/span><\/div>\n
Mar\u00eda Luisa P\u00e9rez Ca\u00f1ado<\/a><\/span><\/div>\n
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Europe has sought to raise its citizens\u2019 linguistic competence levels, push for the mastery of two languages in addition to their mother tongue and safeguard and support plurilingual and intercultural education<\/strong>. Exactly 30 years ago, a brand-new acronym entered the language-teaching lexicon and promised to act as a powerful lever for change and success on all these fronts: CLIL.  <\/span><\/p>\n

CLIL, considered the European approach to bilingual education<\/strong> (although it is now also increasingly being used in Asia and Latin America), entails teaching a subject matter (e.g. science, mathematics, or physical education) via the target language. This is expected to maximise meaningful, unconscious and increased exposure to the language. Language lessons are timetabled alongside content teaching, enabling CLIL programmes to also incorporate formal language learning.<\/span><\/p>\n

CLIL initially offered such shiny promises that it was enthusiastically embraced and viewed almost exclusively in a positive light. However, the inevitable barriers<\/strong> inherent in its application have subsequently caused a severe backlash: deficient supply and training of teachers, lack of familiarity with the student-centred methodologies that are part and parcel of CLIL, shortage of materials, insufficient measures to cater to the needs of diverse learners, and inadequate integration of language and content in teaching and evaluation. This has led detractors (in a violent swing of the metaphorical CLIL pendulum) to be very vocal about the negative aspects of CLIL.<\/span><\/p>\n

After three decades of sustained implementation of and research on this approach, we fortunately now have a solid evidence base<\/strong>, a trustworthy track record of how \u2013 and if \u2013 CLIL is working.<\/span><\/p>\n

So\u2026 is CLIL worth the hype? The empirically robust body of research we now possess has spoken loud and clear: yes, it is. Why? Because\u2026<\/span><\/p>\n