We would like to draw your attention to recent academic publications related to CLIL. Click on the Read More button to read the abstracts.

Martínez-Adrián, M., Gallardo-del-Puerto, F., & Basterrechea, M. (2017). On self-reported use of communication strategies by CLIL learners in primary education. Language Teaching Research

  • The use of communication strategies (CSs) in oral and written second language (L2) production has been widely investigated (e.g. Muñoz, 2007). As for content and language integrated learning (CLIL) settings, learners seem to resort to the first language (L1) less often than in traditional foreign language instruction (e.g. Celaya & Ruiz de Zarobe, 2010). However, few studies have examined what L2 learners say about their use of CSs by means of questionnaires – e.g. Ehrman & Oxford (1990), with adult English as a foreign language (EFL) learners – and little is known about the reported use of CSs by young learners (Purdie & Oliver, 1999), and much less by young CLIL learners. This study examines learners’ self-reported opinions about the use of CSs (guessing, miming, morphological creativity, dictionary, predicting, paraphrasing, borrowing, calque, foreignizing, avoidance and appeal for assistance). An adapted survey (Kellerman, Bongaerts, & Poulisse, 1987; Oxford, 1989; O’Malley & Chamot, 1990; Yule & Tarone, 1990) was administered to CLIL learners of English in grades 5 and 6 of primary education. Quantitative differences in terms of the type of strategies used were explored. Analyses showed striking similarities between grades 5 and 6 as well as significant differences in the use of the different CSs, paraphrasing and appeal for assistance being the most frequent strategies, whereas morphological creativity and miming obtained the lowest frequency. Findings are discussed in the light of learners’ age and the nature of CLIL instruction.

Montoya, S. I., & Salamanca, C. (2017). CLIL Approach Used as a Curriculum Internationalization Strategy in a Colombian Higher Education Institution. Latin American Journal of Content & Language Integrated Learning, 10(1), 105-131.  (This article is written in Spanish.)

  • This project emerged from the necessity of responding to the policies for “home in- ternationalization” of a higher education institution in coherence with the aims proposed by the National Ministry of Education in relation to the development of communicative competences of English as a foreign language regarding this kind of institutions. The research had a descriptive design methodology used in a two parallel processes: a teaching training in the communicative competences of English starting from a diagnosis, and training in the CLIL approach for the design of content activities was implemented through the collective work of a team of volun- teer teachers from the institution. After the activities were applied, the results were positive; indicating that making use of interesting and motivational didactic resources, students and educators recognized the pedagogical advantages of the approach for the learning of content simultaneously reinforcing communicative competences in English as a foreign language, and at the same time sought to continue and increase the use of CLIL activities. This allowed ex- panding the scope to an institutional level, socializing the experiences, and giving place to a second phase that can validate the information.

Pérez Cañado, M. L., & Lancaster, N. K. (2017). The effects of CLIL on oral comprehension and production: a longitudinal case study. Language, Culture and Curriculum, 1-17.

  • This article reports on the outcomes of a longitudinal case study to gauge the impact of content and language integrated learning (CLIL) on two of the least researched language skills: oral comprehension and production. It worked with 24 students in the fourth grade of Compulsory Secondary Education in a public school in Andalusia (southern Spain) over the course of a year and a half in order to measure the impact of CLIL on oral comprehension and production skills after a one-year intervention programme (post-test) and to determine whether its effects pervade after a six-month period (second post-test), when these same students are in Baccalaureate. The results reveal that, contrary to what has traditionally been sustained in bilingual education, it was productive, as opposed to receptive, oral skills which were more positively affected by CLIL in the medium- and long term. The outcomes also provide interesting data on what aspects of oral competence are particularly amenable to being taught through CLIL (e.g. more cognitively complex listening activities) and which need to de developed over a longer time span in order to be significantly improved (e.g. pronunciation and fluency).

Yufrizal, H., & Hasan, B. (2017). Project Based-Content Language Integrated Learning (CLIL) at Mathematics Department Universitas Lampung. English Language Teaching, 10(9), 131-139.

  • This article aims at exploring wether project based content language integrated learning (CLIL) has s significant effect on the oral capability of students of science department of the University of Lampung. The number of students invoved in this study was 88 students. Quantitative data was obtained from the value of students’ English proficiency before and after CLIL model application. While the qualitative data was obtained from the output of language produced by students during the learning process took place. The results showed that project based CLIL English language course in Mathematics study program the faculty of teaching and education, the University of Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.

Wewer, T. M. (2017). An observation tool for comprehensive pedagogy in content and langague integrated learning (CLIL): Examples from primary education. Colombian Applied Linguistics Journal, 19(2), 277-292.

  • This article on principles and practices in Content and Language Integrated Learning (CLIL) is also applicable for general foreign and second language instruction. Since there is no ‘one size fits all’ CLIL pedagogy, the origin of the article lies in the need of educators to obtain and exchange ideas of and tools for actual classroom practices (Pérez Cañado, 2017), and ensure that all key features of CLIL are present in instruction. Although there are a few handbooks available for launching CLIL and adopting CLIL pedagogy (e.g., Coyle, Hood, & Marsh, 2010; Mehisto, Marsh, & Frigols, 2008), these provide principles and general examples of content-based instruction at higher levels of education rather than more detailed advice on how to operate in the beginning phases with young language learners, hence the focus on primary education. The Observation Tool for Effective CLIL Teaching created by de Graaff, Koopman, Anikina, and Gerrit (2007) was chosen as the starting point and was complemented with three additional fields that were not markedly included in the original model: cultural aspects, affects, and assessment.