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1 - CLIL in Multilingual and English-Background Contexts

Expanding the Potential of Content and Language Integrated Pedagogies for Mainstream Learning

from Part I - The Educational Context for CLIL

Published online by Cambridge University Press:  27 July 2020

By
Kim Bower ,
Russell Cross  and
Do Coyle
Edited by
Kim Bower ,
Do Coyle ,
Russell Cross  and
Gary N. Chambers
Kim Bower
Affiliation:
Sheffield Hallam University
Do Coyle
Affiliation:
University of Edinburgh
Russell Cross
Affiliation:
University of Melbourne
Gary N. Chambers
Affiliation:
University of Leeds
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Summary

Chapter 1 outlines the peculiarities of language learning in predominantly Anglophone contexts, highlighting the challenges that Anglophone countries face in the teaching of modern languages compared to non-Anglophone countries. Tracing the development of Content and Language Integrated Learning (CLIL) in the United Kingdom and Australia, the chapter explains why CLIL in such contexts is most often taught by language specialists, in contrast to content-area specialists, as is often the case in Europe where CLIL has been established for much longer. The chapter considers how CLIL offers a pedagogic model for mainstream modern language teachers in Anglophone-dominant contexts and how the same professional knowledge base might also have the potential to support the teaching of English as an additional language (EAL). The origins of how CLIL globally has become synonymous with learning English are also traced. A research agenda around the themes of sustainability, pedagogy, and social justice for CLIL in Anglophone-dominant contexts is proposed.

Keywords

origins of CLILCLIL pedagogyCLIL touchstonesEALsocial justicesustainability
Type
Chapter
Information
Curriculum Integrated Language Teaching
CLIL in Practice
 , pp. 3 - 21
Publisher: Cambridge University Press
Print publication year: 2020

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