This paper sets out to position CLIL research within the broader field of bilingual education in 21st century. In considering development across diverse European contexts, author problematises construction a agenda which lies at interface several different fields study. A conceptual framework for is presented reorientates integration language and content order inform develop pedagogies from 'holistic' perspective. Using 4Cs Framework analysis, concludes that 'mature', nature design must...

Over the past decades content and language integrated learning (CLIL) research has predominantly focused on proficiency of CLIL learners. The results are very promising show that working skills in learners, especially reading listening skills, can be improved through a programme. Studies focusing subject learners still few but they indicate maintain or under certain conditions improve their when compared to L1. However, more recent studies have raised challenging questions concerning...

Abstract This study is part of longitudinal research undertaken in 11 secondary schools across two countries, based Content and Language Integrated Learning (CLIL) classrooms with 12–15 year olds. The aim was to listen learners, provide them a ‘voice’ analyse their perceptions ‘successful learning’ undertake participatory not only find evidence successful learning but also encourage greater ownership CLIL classroom events. We believe that this due the innovative ways involving learners has...

The expansion of Content and Language Integrated Learning (CLIL) on a global scale has brought to the fore challenges how alternative, more holistic approaches learning might transform classrooms into language-rich transcultural environments.Integrated can offer learners opportunities engage in meaning-making language progression through cognitively challenging culturally-embedded sequenced activities, as reflected 4Cs Framework (Content, Cognition, Communication, Culture).These emphasise...

Abstract Pluriliteracies Teaching for Learning (PTL) constitutes a relatively recent development in Content and Language Integrated (CLIL). This approach has been developed by group of international experts (The Graz Group) order to model provide pathways deeper learning across languages, disciplines cultures focusing on the disciplinary or subject specific literacies. We argue that – defined as successful internalization conceptual content knowledge automatization procedures, skills...

This article considers an alternative way of conceptualizing integrated learning through ecological lens. Against rapidly changing global landscapes, the complexities contextual variables have led to different interpretations CLIL, which raise constant questions about nature its pedagogic and linguistic demands quality outcomes. CLIL holds a pivotal position for reframing potential as pedagogic, rather than linguistic, phenomenon within (plurilingual) education agenda. Focussing on 3...

Content and Language Integrated Learning (CLIL) has been said to increase not only foreign language proficiency but also learner motivation (Coyle, D., P. Hood, D. Marsh. 2010. CLIL: Learning. Cambridge: Cambridge University Press). In contexts where CLIL is elective, however, the question can be raised as whether its motivational effects distinguished from pre-existing that may have influenced learner's choice of educational route. The current study examined differences between learners in...

This article explores how a group of educators and researchers enacted an inclusive process conceptual growth involving teachers teacher as active agents, knowledge builders meaning-makers in the development Pluriliteracies approach to Teaching for Learning (PTL). The evolution working model based on five emergent principles, foregrounded need stakeholders across different languages, cultures disciplines, work together from start so that learning spaces were created where went alongside...