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  • 5 - Diversity and Transnationalism

  • from Part II - Current Aspects of Practice in CLIL
  • Edited by Kim Bower, Sheffield Hallam University, Do Coyle, University of Edinburgh, Russell Cross, University of Melbourne, Gary N. Chambers, University of Leeds
  • Book:
    Curriculum Integrated Language Teaching
    Published online:
    27 July 2020
    Print publication:
    09 July 2020, pp 93-106

  • Summary

    This chapter highlights an innovative approach to bilingual school programmes in government schools in Australia. The phenomenon, which can be described as merged or harmonized curriculum, integrates the national curriculum requirements of two countries. Formal merged curricula are usually underpinned by an official bilateral government agreement. Informal merged curricula can take different forms depending on the contexts and people involved; the example used here describes how teachers at a school with a Japanese bilingual programme use aspects of maths curriculum and pedagogy drawn from Australia and Japan. The chapter introduces examples of formal and informal merged curricula in two schools and analyses them from a theoretical perspective based on the 4Cs Framework, the Language Triptych and the seven principles as outlined in Chapter 1 (Coyle, 2007). This study highlights one of the 4Cs – culture – but understands that all 4Cs are interconnected. Merged curricula provide a useful lens to analyse cultural implications of bilingual education.