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3 - A Rationale for CLIL in Primary Schools

from Part I - The Educational Context for CLIL

Published online by Cambridge University Press:  27 July 2020

By
Philip Hood
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 3 focuses on the early language learning context and considers why CLIL can be successful with young learners in the context of primary schools (i.e. age 5–11), how and why primary CLIL has developed and been hindered in England and how we might approach planning and implementation. It also considers the pedagogies strand of the book’s research aims. First, a rationale for early language learning given the constraints of low motivation for foreign language learning in English-speaking contexts as outlined in the previous chapter is provided. Second, how this might be addressed through using a CLIL approach that links language learning synchronously to content learning is explored. Some of the pedagogical implications resulting from this are exemplified using adapted authentic materials in French.

Keywords

primary school CLILdevelopmentplanning and implementationpedagogy
Type
Chapter
Information
Curriculum Integrated Language Teaching
CLIL in Practice
 , pp. 43 - 60
Publisher: Cambridge University Press
Print publication year: 2020

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