The what’S, why’s, who’s, and how’s of CLIL
The implementation of bilingual programs has impinged on absolutely all the curricular and organizational aspects of language teaching and has involved considerable financial allocation particularly over the course of the past decade. If, according to certain authors (e.g., Hughes, 2010), these programs are expected to come to fruition in approximately 20 years and they have now been running for 10, it is the perfect time to stop and do some much-need stocktaking into the way they are playing out. Have all the money, effort, hard work, and commitment put into the CLIL enterprise by the chief stakeholders involved -especially teachers- been worth it? This is the overarching question which this session will seek to address.
In doing so, it will break down this query into five chief wh- questions in order to offer an in-depth characterization of this European alternative to bilingual education. It will describe what CLIL is (by presenting its definition, characterization vis-à-vis other bilingual approaches, and chief assets and pitfalls), why it has burgeoned, how it is being implemented at the grassroots level, and who has provided research evidence on the way it is playing out. It will also determine where these outcomes lead us by identifying the chief challenges to conquer and by mapping out a pedagogical and research agenda for the future.
The session will combine lockstep lecturing with discussion questions, cooperative learning activities, analysis of videos on CLIL implementation, and practical exercises on “real English” in order to acquaint participants with the theoretical underpinnings of Content and Language Integrated Learning and to equip them to successfully move on to its hands-on application at the grassroots level.
Follow the hagstag: #MECD_UIMP16 organized by INTEF
Dates: Valencia, from 4 to 8 de July