An Exploration of an English Content and Language Integrated Learning (CLIL) Curriculum in Higher Education for Commonwealth Africa’s Youth Transformation

Abstract

This research explored the viability of an English Content and Language Integrated Learning (CLIL) curriculum in higher education institutions of teaching, learning and research in Commonwealth Africa. An exploratory qualitative research design based on the review of literature as well as a relevant theoretical framework were deployed to highlight the viability of an English language CLIL curriculum that can foster transformative education amongst the youth in the higher education teaching, learning and research settings of African Commonwealth countries. The review established that English language CLIL curricula are suitable for Commonwealth Africa’s multilingual higher education learning contexts as the starting point of any English language CLIL programme was lacking in the Commonwealth African context. Based on the reviewed literature, the viability of the English language CLIL curriculum for Commonwealth Africa was established. Furthermore, significant implications for the viability of English language CLIL curricula for a transformative and empowering youth education in the whole of Commonwealth Africa are provided. Important recommendations and conclusions are made for further longitudinal empirical research as more data on English language CLIL curricula become available in Commonwealth Africa.