Future of CLIL:

Examining Factors
CLPI – CLSI Cursos Aprofundiment AICLE Primària – Secundària
Carme Florit Ballester – Joan Alberich i Carramiñana
Departament d’Ensenyament – Generalitat de Catalunya
Based on Coyle, Hood and Marsh (2010) CUP
1. Globalization and change
 International convergence and
national priorities:
◦ Educational policies are affected by international
measures = PISA
◦ There are differences in curriculum design
relating to language education
◦ Language changes in curriculum involving
medium of instruction due to expectations of
long-term gains such as economic prosperity and
increasing competitiveness: CLIL is one of
these changes
1. Globalization and change
 Need of a Competence –based education
◦ Competence for 21st century = knowledge and skills
1. Globalization and change
◦ Communication in languages is considered a life-
long learning skill, a key competence
◦ Succes in communication skills means appropriate
skill levels in different languages according to needs
◦ A curriculum design taking into account
differentiated outcomes within a range of languages
is desirable and needed
1. Globalization and change
 Plurilingual citizens in multilingual
societies:
◦ Multiligualism: the presence of several
languages in a given space, independently of
those who use them.
1. Globalization and change
 Plurilingual citizens in multilingual societies:
◦ Plurilingualism: the capacity of individuals to use
more than one language in social communication
whatever their command of those languages
◦ It shows the diversity found in 21st-century
communities
2. Integrating language across the
curriculum
 Collaboration between language teachers
and content teachers is fundamental
 Connection of all languages a learner has:
first, second, foreign …
 Reflection on relationship between first
language literacy and the development of
oracy in other languages
 Development of academic expertise
across languages
2. Integrating language across the
curriculum
 Transferability of linguistic skills across
the curriculum
 The role of discourse across different
languages and different subjects
 The effects of code-switching between
languages in CLIL as a positive pedagogic
strategy
3. Sustainability and teacher
education
 The key to future capacity building and sustainability is
teacher education
 It must include long-term plans for skilling multilingual
teachers
 It must be set at pre-service and in-service levels
 Quality CLIL training courses must be organised
4. Growth of teacher-led learning
communities
 Need of sharing experiences of success and
challenges
 Support between teachers thanks to share their
theories of practice
 Taking advantages of social networkings and Web
2.0 technologies
 Making use of digital resource banks
4. Growth of teacher-led learning
communities
 The idea is for CLIL teachers working
together and form a collective voice:
PROFESSIONAL LEARNING COMMUNITIES
5. Expanding evidence-based
research

 Many fields of research:

◦ Learning theories, language learning theories,
cognitive science and neuroscience
◦ Recent research links CLIL with learning gains
related to levels of understanding and cognitive
skills using higher order thinking, creativity and
problem solving
5. Expanding evidence-based
research
◦ The Neuroscience relates the brain and
multilingualism examining the cognitive gain
from second language learning