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Development of CLIL into Diverse Contexts

  • Chapter
Peer Interactions in New Content and Language Integrated Settings

Part of the book series: Educational Linguistics ((EDUL,volume 24))

Abstract

This chapter reviews the development CLIL in Europe and worldwide as its own pedagogical approach to integrating language and content learning. To begin, it distinguishes between CLIL, immersion, and content-based teaching and points out the unique features of CLIL, including its dual-focus approach. This chapter additionally discusses CLIL’s development in Europe since the 1990s, which coincides with the EU’s language mandate to expand and improve all EU citizens’ FL learning skills. Moreover, this chapter outlines salient features that make up the CLIL approach which are also suited to the needs of learners and other stakeholders in the Information Age. As an educational approach to teaching and learning content and foreign languages, CLIL appears to be a perfect fit in certain aspects. Further, the recent expansion of CLIL beyond Europe into parts of Asia and Latin America is reviewed. Finally, this chapter presents which school subjects have been taught through the CLIL approach around the world thus far.

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Notes

  1. 1.

    According to Baetens Beardsmore (2009), there are 33 types of CLIL.

  2. 2.

    This effectiveness refers mostly to the better language learning abilities that CLIL students appear to have over their non-CLIL counterparts (see Dalton-Puffer 2011) and does not refer to success in terms of content learning, which remains under researched in many areas of CLIL. Rumlich (2013) additionally notes that CLIL learners in Germany, for instance, are not necessarily linguistically better because of the CLIL teaching approach per se, but rather learners generate more positive language results in tests because of individual differences (see also Sect. 4.6).

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  1. Bielefeld University, Bielefeld, Germany

    Nathan J. Devos

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Devos, N.J. (2016). Development of CLIL into Diverse Contexts. In: Peer Interactions in New Content and Language Integrated Settings. Educational Linguistics, vol 24. Springer, Cham. https://doi.org/10.1007/978-3-319-22219-6_2

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  • DOI: https://doi.org/10.1007/978-3-319-22219-6_2

  • Publisher Name: Springer, Cham

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