Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings

Gabillon, Zehra

doi:10.4000/ced.1836

Cited by 19 publications

(17 citation statements)

References 120 publications

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“…It is, then, a way of combining subject learning and learning a language that is not the learners' L1, just as the 'two for the price of one' metaphor proposed by Bonnet (2012). That said, CLIL emphasises both content learning and L2 learning as simultaneous academic goals, and learners are expected to acquire content knowledge via the medium of the TL and use and develop the TL through the content subject (Gabillon, 2020;Hu, 2021). Since the introduction of CLIL, it has gained considerable attention from educators and researchers for its unique feature that distinguishes it from other FLT approaches.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning

Hu¹

2022

AWEJ

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The success of bilingual immersion programmes has promoted the debate about whether learners’ first language (L1) should be used in foreign language classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded in the development of multilingualism and multiliteracy theories, has overstepped the monolingual principle by allowing for more flexibility in the choice of instructional languages. Previous research has emphasised chiefly the reasons and effects of embracing a shared language, other than the target language, in content-based bilingual classrooms, while this paper intends to investigate the correlations between L1 use with learner factors, the understanding of which can shed light on more efficient translanguaging practices. Through a cross-sectional approach, the present study was contextualised in a large-scale, content-based English as a foreign language programme and drew on 335 undergraduates, who completed a series of questionnaires and tests. Correlation and regression analyses primarily demonstrated that English proficiency was the most significant predictor of learners’ overall attitude to L1 instruction in classrooms, followed by content proficiency and language learning motivation. Gender was a non-significant variable for learners’ overall perspective on L1 employment but was related to the constructs about using the L1 for phatic purposes, with male students requiring more translanguaging assistance. The paper concludes with the implication that the desire for L1 use is associated with various learner factors and that teachers should be aware of how to encourage and regulate translanguaging practices for differing instructional purposes as per the changing needs in classrooms.

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Section: Literature Reviewmentioning

confidence: 99%

Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning

Hu¹

2022

AWEJ

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“…This is done by allowing them to think aloud, reason, and write (Klein et al, 2019) using all the languages that form part of their repertoire (Makalela, 2019). As explained by Gabillon (2020), these acts of thinking about and writing on historical events prompt critical and reflective thinking about learners' values which they can apply across the school curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…The focus on mediation in writing for learning allows for a way to study the social processes that are at play in situated language learning and use. At this point, language has a twofold purpose, as it “is used as a ‘tool for thought’ to regulate internal cognitive processes and ‘a tool for learning’ to acquire information and skills” (Gabillon, 2020, p. 98). Understanding writing for learning from a sociocultural view is an acknowledgement that it is a social phenomenon that encompasses multifaceted processes of knowledge construction and mediated content learning (Lialikhova, 2019).…”

Section: Sociocultural Perspective In Writing‐to‐learnmentioning

confidence: 99%

The implementation of English across the curriculum: An exploratory study of how South African educators teach writing in History lessons

Mpofu

2023

TESOL Journal

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In 2013, as a strategy to enhance academic performance, the South African Department of Basic Education (DBE) published several English Across the Curriculum (EAC) manuals to guide in‐service teachers who did not have prior knowledge of how to integrate the teaching of content subjects with language learning. The DBE introduced the EAC strategy as a mandatory tool for strengthening the use of English as a Language of Learning and Teaching (LoLT) to address language as a barrier factor to academic success both in primary and high schools. However, in 2017, the DBE published a report showing that most content teachers were not using the EAC strategy. In view of the alarmingly poor academic performance in mostly public schools, the question in many people's minds has always been whether content teachers are using the EAC strategy. To understand this phenomenon, I conducted a qualitative study focused on four purposively selected Grade 8 Social Science educators teaching History (Grade 8 is an entry level to South African secondary schools). I collected data using non‐participant classroom observations and semi‐structured interviews, while inductive thematic analysis was used as an approach to analyse the data. The findings indicate that to teach writing in History, the participants used strategy‐focused instruction which includes vocabulary development and clustering activities as well as writing frames that encompass sentences and paragraphs. Importantly, the research adds to our knowledge of teaching of English to speakers of other languages in multilingual contexts when mandated by governments to change without appropriate support. The study highlights how this situation leads to deeper reflection where educators must encounter professional conflict and dilemmas to bring coherence to their teaching knowledge and experience.

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“…The purpose of this methodology is to integrate language into the learning of other subjects such as Mathematics, History, Science, etc. According to (Gabillon, 2020), CLIL is not only about using an additional language (e.g., foreign, autochthonous, heritage, second language) as a medium to teach subject content.…”

Section: Clilmentioning

confidence: 99%

Perceptions towards teaching English as a Third Language in a Shuar Community

Salinas-Vázquez

Rodas-Auquilla

2022

I.P

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This paper aims to explore and identify the best possible way to introduce a third language into the educational curriculum in an environment where students are already bilingual. Qualitative research has been carried out in a specific school to discover the challenges of their language education. According to the findings, students claim to have several difficulties in learning English. Once all the data was analyzed, the second step was to create material to support third language acquisition. The first step is to recognize the importance of English, and the next is to introduce the language in the students' own context and, finally, to consolidate knowledge of the language. This will provide teachers with methods and techniques for a third language acquisition class.

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Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings

Cited by 19 publications

References 120 publications

Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning

Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning

The implementation of English across the curriculum: An exploratory study of how South African educators teach writing in History lessons

Perceptions towards teaching English as a Third Language in a Shuar Community

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