Context is everything: reflections on CLIL in the UK

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 2020-09-02 DOI:10.1080/09571736.2020.1804104

A. Dobson

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引用次数: 3

Abstract

ABSTRACT Content and Language Integrated Learning (CLIL), involving teaching one or more subjects through the medium of the foreign language, is widespread in Europe, but only offered in a sprinkling of UK schools. Sustainability has been a persistent issue since the 1970s. The focus here is on England but various issues will be familiar to colleagues in other parts of the UK. The article traces CLIL's sporadic development, initiatives taken to support it, and the distinctive challenges it faces. The implementation issues are quite different from those in mainland Europe, where successful CLIL is usually associated with conditions rarely encountered in the UK. CLIL in Europe is almost synonymous with teaching through the medium of English; no other language has this standing in the UK, with the exception of those areas where Gaelic- or Welsh-medium education is well established. The article considers how some form of CLIL might be implemented in the UK and ways of supporting it in the context of national policies. The author draws on his perspective as one who was present when significant initiatives were proposed in the European Union, the Council of Europe and the UK.

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背景决定一切:对英国CLIL教学的反思

内容和语言综合学习(CLIL)，即通过外语教学一门或多门学科，在欧洲很普遍，但只在英国的少数学校提供。自20世纪70年代以来，可持续性一直是一个持久的问题。这里的重点是英格兰，但各种问题对英国其他地区的同事来说是熟悉的。本文追溯了CLIL的零星发展、为支持它而采取的举措以及它所面临的独特挑战。实施的问题与欧洲大陆大不相同，在欧洲大陆，成功的CLIL通常与英国很少遇到的条件有关。CLIL在欧洲几乎是英语教学的代名词;在英国，除了那些以盖尔语或威尔士语为媒介的教育已经建立良好的地区之外，没有其他语言具有这种地位。本文考虑了如何在英国实施某种形式的CLIL以及在国家政策背景下支持它的方式。作者借鉴了他的观点，当欧盟，欧洲委员会和英国提出重大倡议时，他在场。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

期刊介绍： The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages