CLIL: Some of the reasons why … and why not

Bruton, Anthony

doi:10.1016/j.system.2013.07.001

Cited by 171 publications

(109 citation statements)

References 38 publications

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“…It was initially heralded as the potential lynchpin to tackle the foreign language deficit on our continent and was embraced as "a lever for change and success in language learning" (Pérez Cañado & Ráez Padilla, 2015, p. 1), as "awesome innovation" (Tobin & Abello-Contesse, 2013, p. 224), or as "the ultimate opportunity to practice and improve a foreign language" (Pérez-Vidal, 2013, p. 59). However, after this period of unbridled enthusiasm, over the course of the past half a decade, a more critical attitude has emerged (Cabezas Cabello, 2010;Bruton, 2011aBruton, , 2011bBruton, , 2013Bruton, , 2015Pérez Cañado, 2011, 2012Cenoz, Genesee, & Gorter, 2013;Paran, 2013), calling into question some of the core underpinnings of CLIL and shaking CLIL advocates out of their complacency. As Paran (2013, p. 334) has put it, we have moved from a "celebratory rhetoric" which saw CLIL as a near panacea to dwelling almost exclusively "on the problematic issues of CLIL".…”

Section: Integrated Learning) In English Aicle (Aprendizaje Integradmentioning

confidence: 99%

“…Contention has also repeatedly underpinned the discussion on the (lack of) However, this egalitarianism has again been called into question by another set of scholars, who have sounded a note of caution as regards the level of self-selection in CLIL strands, with its corollary inadequacy for attention to diversity (Lorenzo, Casal, & Moore, 2009;Hughes, 2010). Mehisto (2007, p. 63) warns that "CLIL can attract a disproportionally large number of academically bright students" and Bruton (2011aBruton ( , 2011bBruton ( , 2013Bruton ( , 2015 and Paran (2013) are particularly adamant on this score. The thrust of their argument is that CLIL branches normally comprise the more motivated, intelligent, and linguistically proficient students and that these differences are conducive to prejudice and discrimination against non-CLIL learners.…”

Section: The Controversy In Clil Implementationmentioning

confidence: 99%

“…In the past few years, the pendulum has violently swerved to the opposite extreme, initiating a second phase in CLIL research which harbors a pessimistic outlook on its effects and feasibility (Cabezas Cabello, 2010;Bruton, 2011aBruton, , 2011bBruton, , 2013Bruton, , 2015Paran, 2013); questions the validity of the research conducted (Pérez Cañado, 2011, 2012Bruton, 2011aBruton, , 2011bBruton, , 2013Bruton, , 2015Paran, 2013;Pérez Cañado & Ráez Padilla, 2015); and warns against the wholesale adoption of CLIL and the dangers inherent in the rush to embrace it: "It is very possible that deficient FL teaching might become even more deficient, especially for the less academically able, the less linguistically proficient, or the less economically privileged" (Bruton, 2013, p. 595).…”

Section: The Controversy In Clil Researchmentioning

confidence: 99%

“…The methodological shortcomings of these studies are now also pinpointed for the first time and attention is drawn to the fact that they could potentially compromise the validity of the outcomes obtained (cf. Bruton, 2011bBruton, , 2013Pérez Cañado, 2012;Pérez Cañado & Ráez Padilla, 2015). These caveats can be classified in terms of variables (the homogeneity of the experimental and control groups has very rarely been guaranteed; moderating variables have not been factored in or controlled for; the L1 and content knowledge of the subjects taught through CLIL have rarely been worked in as dependent variables), research design (there is a clear need for longitudinal as opposed to cross-sectional research; treatment and comparison groups should be matched and compared; an eclectic or mixed research design should be favored; multiple in press for a more detailed account of these lacunae).…”

Section: The Controversy In Clil Researchmentioning

confidence: 99%

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From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy

Cañado

2016

Bellaterra J. Teach. Learn. Lang. Lit

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This article provides an updated account of the evolution of Content and Language Integrated Learning (CLIL), from an initial period of CLIL craze to one of CLIL critique to, at present, what could be considered a CLIL conundrum. The controversies which currently affect this approach are documented on three main fronts (characterization, implementation, and research), illustrating how the so-called pendulum effect is at work in all of them. The concomitant challenges posed by these controversies are identified and specific ways to redress them are provided via concrete research-based proposals stemming from two governmentally-funded research projects. The ultimate aim is to identify the chief hurdles which need to be tackled within the CLIL arena in the very near future and to signpost possible ways of superseding them in order to continue advancing smoothly into the next decade of CLIL development. Key words: CLIL, controversy, characterization, implementation, research ResumenEste artículo realiza una revisión actualizada de la evolución del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE), desde un periodo inicial de defensa de este enfoque hasta otro de crítica posterior, desembocando en una etapa de controversia. El debate que actualmente rodea a este enfoque afecta a tres frentes principales (su caracterización, su implementación y su investigación), todos los cuales se abordan, ilustrando cómo el llamado efecto péndulo se puede discernir en cada uno de ellos. Se identifican los principales retos que derivan de la controversia existente en estas tres grandes áreas del AICLE y se proponen formas concretas de afrontarlos mediante ejemplos provenientes de dos proyectos de I+D sobre el tema. El fin último es identificar los principales obstáculos que se han de superar en el campo del AICLE en el futuro inmediato y realizar propuestas concretas sobre cómo afrontarlos con garantías para continuar avanzando en el desarrollo de este enfoque. Palabras clave: AICLE, controversia, caracterización, implementación, investigación PrécisCet article fournit une mise à jour de l'évolution de l'Enseignement de Matières par l'Intégration d'une Langue Étrangère (EMILE), d'une période initiale de la défense de cette approche à d'autres critiques ultérieures, conduisant à une période de controverse. Le débat actuel entourant cette approche affecte trois fronts principaux (la caractérisation, la mise en oeuvre et la recherche), qui sont tous traités, illustrant comment le soi-disant effet pendule peut être discernée dans chacun d'eux. Les principaux défis posés par le conflit dans ces trois domaines d'EMILE sont identifiés et des moyens concrets pour y faire face sont proposés par des exemples tirés de deux projets de recherche sur le sujet. Le but ultime est d'identifier les principaux obstacles à surmonter dans le domaine de l'EMILE dans l'avenir immédiat et faire des propositions concrètes pour les traiter avec des garanties pour continuer à progresser dans le développement de cette approche.

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Section: Integrated Learning) In English Aicle (Aprendizaje Integradmentioning

confidence: 99%

Section: The Controversy In Clil Implementationmentioning

confidence: 99%

Section: The Controversy In Clil Researchmentioning

confidence: 99%

Section: The Controversy In Clil Researchmentioning

confidence: 99%

See 2 more Smart Citations

From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy

Cañado

2016

Bellaterra J. Teach. Learn. Lang. Lit

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“…Additionally, this approach recognises the synergy in the interaction between the learning of the subject matter and of language and its impact on the construction of new knowledge and promotion of higher-order thinking (Coyle, Hood, & Marsh, 2010;Marsh & Martín, 2013). Despite the on-going debate over CLIL (Arnó-Macià & Mancho-Barés, 2015;Bruton, 2013;Hüttner & Smit, 2014), it is interesting to look into its relevance to ESP in generating learning in subject matter, language, and critical thinking in students.…”

Section: Zuocheng Zhangmentioning

confidence: 99%

“Somewhere in the Middle is the Optimal Balance“: A Subject Specialist Negotiating Business and Language in Teaching Business Writing

Zhang¹

2016

ESP Today

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This article reports on a case study of a subject specialist Business English teacher who was appointed to teach business writing at a Chinese university. It draws on a variety of data collected from the study participant, including his course syllabus and lecture notes, his feedback on student assignments, classroom observations, interviews and email exchanges with him, student evaluation of his teaching, and assessment of his students' assignments by other business professionals. A constant comparative thematic analysis of the data identifies six major themes regarding his approach to teaching business writing, including Gravitation Towards Business Skills, Instilling the Mind-sets and Attitudes, Incidental Teaching of Language, Classroom Management, Image of the Business World, and Positive Reception of his Teaching. These themes are discussed to illuminate several key issues in ESP instruction and teacher development, including content and language integrated learning, motivation, researcher-practitioner collaboration, and strategies for team teaching.

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Challenging the Notion ofCLILElitism: A Study of Secondary School Students' Motivation for ChoosingCLILin Norway

Bakken

Brevik

2022

TESOL Quarterly

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Content and Language Integrated Learning (CLIL) has been criticized for being elitist and increasing social differences. This study challenges the notion of elitism by investigating why lower secondary school students attending schools characterized by variations in socio-economic status (SES) choose to apply for a CLIL program. A content analysis was conducted of 85 motivation letters written by students as part of the application process to two CLIL programs in Norway and of focus group interviews with 102 students during their first, second, or third years in these programs. The findings showed that the main motivation for applying to a CLIL program at both schools was to improve English competence and be part of a positive, bilingual, and challenging learning environment. There were also important differences. For students at the school with high SES, the program was a good fit for their already internationally oriented lifestyle. However, students at the school with low SES perceived CLIL as a step toward a brighter future through social mobility. These results show that a discussion of the possible elitism of CLIL education cannot be based solely on a comparison between the motivations and academic achievements of students inside and outside CLIL programs.

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CLIL: Some of the reasons why … and why not

Cited by 171 publications

References 38 publications

From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy

From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy

“Somewhere in the Middle is the Optimal Balance“: A Subject Specialist Negotiating Business and Language in Teaching Business Writing

Challenging the Notion ofCLILElitism: A Study of Secondary School Students' Motivation for ChoosingCLILin Norway

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