Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges
Loading...
Date
2012-03
Authors
Advisor
Editor
Journal Title
Journal ISSN
Volume Title
Publisher
Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
Title alternative
Abstract
In the last decade, there has been a major interest in content-based instruction
(CBI) and content and language integrated learning (CLIL). These are similar approaches
which integrate content and foreign/second language learning through
various methodologies and models as a result of different implementations
around the world. In this paper, I first offer a sociocultural view of CBI-CLIL. Secondly,
I define language and content as vital components in CBI-CLIL. Thirdly, I review
the origins of CBI and the continuum perspective, and CLIL definitions and
models featured in the literature. Fourth, I summarise current aspects around research
in programme evaluation. Last, I review the benefits and challenges of this
innovative approach so as to encourage critically context-responsive endeavours.
Description
Sponsor
Keywords
CBI, CLIL, CBI continuum, CLIL models
Citation
Studies in Second Language Learning and Teaching, 2012, vol. 2, no. 1, pp. 111-136