{"id":1019,"date":"2025-01-23T15:18:23","date_gmt":"2025-01-23T14:18:23","guid":{"rendered":"https:\/\/blogs.uned.es\/esto-te-interesa\/?p=1019"},"modified":"2025-01-23T15:19:55","modified_gmt":"2025-01-23T14:19:55","slug":"lessons-learned-clil-and-paths-forward-in-bilingual-education","status":"publish","type":"post","link":"https:\/\/blogs.uned.es\/esto-te-interesa\/2025\/01\/23\/lessons-learned-clil-and-paths-forward-in-bilingual-education\/","title":{"rendered":"Lessons learned: CLIL and paths forward in bilingual education"},"content":{"rendered":"\n<p>Asignatura: Evaluaci\u00f3n de Programas de Pol\u00edticas Ling\u00fc\u00edsticas<\/p>\n\n\n\n<p>M\u00e1ster en Ling\u00fc\u00edstica Inglesa Aplicada<\/p>\n\n\n\n<p>Proyecto de Innovaci\u00f3n Docente \u201cEsto (te) interesa\u201d 2024-2025: <a href=\"https:\/\/blogs.uned.es\/esto-te-interesa\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>https:\/\/blogs.uned.es\/esto-te-interesa\/<\/em><\/a><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td>Read the following article on CLIL (Content Language and Integrated Learning) and its direct relation to Bilingual Education, published by Mar\u00eda Luisa P\u00e9rez Ca\u00f1ado, a full professor in the Department of English Philology of the University of Ja\u00e9n. &nbsp; This article is proposed in the frame of the module \u201cEvaluaci\u00f3n de Programas de Pol\u00edticas Ling\u00fc\u00edsticas\u201d (M\u00e1ster en Ling\u00fc\u00edstica Inglesa Aplicada) and addresses ways to improve language teaching and learning standards through CLIL in bilingual education.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><strong>ARTICLE<\/strong><strong><\/strong><\/p>\n\n\n\n<p><strong>Lessons learned: CLIL and paths forward in bilingual education<\/strong><\/p>\n\n\n\n<p><strong>One of the ways to improve language teaching and learning standards is Content and Language Integrated Learning (CLIL) &#8211; but is it worth the hype?<\/strong><\/p>\n\n\n\n<p><strong>Authors:<\/strong><\/p>\n\n\n\n<p>Mar\u00eda Luisa P\u00e9rez Ca\u00f1ado<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img fetchpriority=\"high\" decoding=\"async\" width=\"303\" height=\"202\" src=\"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-content\/uploads\/sites\/573\/2025\/01\/image-1.jpeg\" alt=\"\" class=\"wp-image-1023\" srcset=\"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-content\/uploads\/sites\/573\/2025\/01\/image-1.jpeg 303w, https:\/\/blogs.uned.es\/esto-te-interesa\/wp-content\/uploads\/sites\/573\/2025\/01\/image-1-300x200.jpeg 300w\" sizes=\"(max-width: 303px) 100vw, 303px\" \/><\/figure>\n\n\n\n<p>Maksym Yemelyanov \/ Adobe Stock<\/p>\n\n\n\n<p>Europe has sought to raise its citizens\u2019 linguistic competence levels, push for the mastery of two languages in addition to their mother tongue and safeguard and support&nbsp;plurilingual and intercultural education. Exactly 30 years ago, a brand-new acronym entered the language-teaching lexicon and promised to act as a powerful lever for change and success on all these fronts: CLIL. &nbsp;<\/p>\n\n\n\n<p>CLIL, considered the European approach to&nbsp;bilingual education&nbsp;(although it is now also increasingly being used in Asia and Latin America), entails teaching a subject matter (e.g. science, mathematics, or physical education) via the target language. This is expected to maximise meaningful, unconscious and increased exposure to the language. Language lessons are timetabled alongside content teaching, enabling CLIL programmes to also incorporate formal language learning.<\/p>\n\n\n\n<p>CLIL initially offered such shiny promises that it was enthusiastically embraced and viewed almost exclusively in a positive light. However, the inevitable&nbsp;barriers&nbsp;inherent in its application have subsequently caused a severe backlash: deficient supply and training of teachers, lack of familiarity with the student-centred methodologies that are part and parcel of CLIL, shortage of materials, insufficient measures to cater to the needs of diverse learners, and inadequate integration of language and content in teaching and evaluation. This has led detractors (in a violent swing of the metaphorical CLIL pendulum) to be very vocal about the negative aspects of CLIL.<\/p>\n\n\n\n<p>After three decades of sustained implementation of and research on this approach, we fortunately now have a solid&nbsp;evidence base, a trustworthy track record of how \u2013 and if \u2013 CLIL is working.<\/p>\n\n\n\n<p>So\u2026 is CLIL worth the hype? The empirically robust body of research we now possess has spoken loud and clear: yes, it is. Why? Because\u2026<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>It significantly\u00a0improves\u00a0the\u00a0target-language level\u00a0of students without being detrimental to their mother tongue or watering down content learning (especially in the long run).<\/li>\n\n\n\n<li>It has numerous\u00a0cognitive advantages\u00a0over monolingual learning; CLIL students show greater problem-solving skills, are better at multi-tasking, are less distracted by irrelevant information and are more precise in their decision-making.<\/li>\n\n\n\n<li>It also develops\u00a0soft skills and key competences\u00a0(critical thinking, risk-taking, interpersonal abilities and intercultural competence), increasing students\u2019 employability and better preparing them to meet societal demands.<\/li>\n\n\n\n<li>It increases\u00a0motivation; it favours active learning methodologies, in which students take centre stage and teacher-fronted methods find less traction.<\/li>\n\n\n\n<li>It\u00a0increases exposure\u00a0to the language both inside and outside the classroom (something particularly relevant in countries with firmly entrenched monolingual traditions).<\/li>\n\n\n\n<li>It has the potential to work even in the most disenfranchised settings and\u00a0acts as a leveller, cancelling out differences in setting and context to make bilingual education more accessible to all.<\/li>\n<\/ul>\n\n\n\n<p>CLIL thus seems to be a win-win prospect in language teaching and learning. However, is everything peachy in its current and future implementation? No, it\u2019s not. Research has also enabled us to identify the&nbsp;areas that need to be addressed&nbsp;if we seek to keep the metaphorical CLIL train on track.<\/p>\n\n\n\n<p>We still need to identify the key traits that characterise successful CLIL practice to ensure that we are properly implementing this approach. The full-fledged integration of language and content through pluriliteracies requires further attention, as do measures to guarantee that over- and under-achievers alike can benefit from bilingual education. Broadening the scope to favour a supranational and transcontinental perspective is also on the CLIL to-do list in order to learn from others\u2019 best practices. Equally, teacher development must figure prominently in the CLIL process to guarantee a well-prepared supply of multilingual staff trained to teach in CLIL settings.&nbsp;<\/p>\n\n\n\n<p>All of these actions will require a&nbsp;concerted effort&nbsp;from all frontline stakeholders. Grassroots practitioners\u2019 concerns should be addressed by researchers, researchers\u2019 outcomes should go from the lab to the public, and gatekeepers should ensure that research-based evidence (not merely opinions or beliefs) informs political decisions.<\/p>\n\n\n\n<p>A harmonised, symbiotic&nbsp;top-down and bottom-up&nbsp;push should shape the future of CLIL. If it\u2019s worth the hype, it\u2019s worth the effort, because much is at stake for Europe (and beyond): the adequate preparation of a plurilingual workforce ready to conquer the challenges our continent will inevitably face and to help it advance, unfettered,&nbsp;towards a thriving linguistic and intercultural&nbsp;future.&nbsp;<\/p>\n\n\n\n<p><strong>Text source: <\/strong><a href=\"https:\/\/school-education.ec.europa.eu\/en\/discover\/expert-views\/lessons-learned-clil-and-paths-forward-bilingual-education\">https:\/\/school-education.ec.europa.eu\/en\/discover\/expert-views\/lessons-learned-clil-and-paths-forward-bilingual-education<\/a><\/p>\n\n\n\n<p><strong>QUESTIONS<\/strong><strong><\/strong><\/p>\n\n\n\n<p><strong>These questions focus on the main points and themes of the article, encouraging deeper understanding of CLIL and its implications.<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>What is the primary goal of the CLIL approach in European education, and how does it aim to improve linguistic competence?<\/li>\n\n\n\n<li>What are some of the initial challenges and criticisms faced by the CLIL approach, and how have they impacted its implementation?<\/li>\n\n\n\n<li>According to the article, what cognitive and academic benefits have been observed in students who participate in CLIL programs?<\/li>\n\n\n\n<li>How does CLIL contribute to the development of soft skills, and why is this important for students&#8217; future employability?<\/li>\n\n\n\n<li>What key areas need further attention and improvement to ensure the continued success of CLIL, according to recent research?<\/li>\n<\/ol>\n\n\n\n<p><strong>TO LEARN MORE<\/strong><strong><\/strong><\/p>\n\n\n\n<p><a href=\"https:\/\/agora.uned.es\/pluginfile.php\/1813392\/mod_resource\/content\/0\/UNIT5_teacher_perspectives_on_CLIL.pdf\">Teacher perspectives on CLIL<\/a><\/p>\n\n\n\n<p><strong>RELATION TO THE ODS<\/strong><strong><\/strong><\/p>\n\n\n\n<p>El art\u00edculo \u201clessons learned: CLIL and paths forward in bilingual education\u201d se sit\u00faa en en el marco del ODS 4 de educaci\u00f3n de calidad puesto que el aprendizaje de lenguas est\u00e1 estrechamente relacionado entre aprendizaje con los ODS explorados en el proyecto <a href=\"https:\/\/www.sdg4l2ed.com\/\">https:\/\/www.sdg4l2ed.com\/<\/a><\/p>\n\n\n\n<p>Si necesitas conocer con m\u00e1s detalle la Agenda 2030 est\u00e1 explicada de forma condensada <a href=\"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-content\/uploads\/sites\/573\/2024\/11\/SP-UNSDG-SDG-Primer.pdf\">aqu\u00ed<\/a>, y m\u00e1s detalladamente <a href=\"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-content\/uploads\/sites\/573\/2024\/11\/SP-UNSDG-SDG-Primer.pdf\">en esta p\u00e1gina<\/a>, as\u00ed como los 17 Objetivos de Desarrollo Sostenible y sus muchas metas (que se pueden visualizar estupendamente <a href=\"https:\/\/sdg.humanrights.dk\/es\/node\/125304\">en esta web<\/a>).<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Asignatura: Evaluaci\u00f3n de Programas de Pol\u00edticas Ling\u00fc\u00edsticas M\u00e1ster en Ling\u00fc\u00edstica Inglesa Aplicada Proyecto de Innovaci\u00f3n Docente \u201cEsto (te) interesa\u201d 2024-2025: https:\/\/blogs.uned.es\/esto-te-interesa\/ Read the following article on CLIL (Content Language and Integrated Learning) and its direct relation to Bilingual Education, published by Mar\u00eda Luisa P\u00e9rez Ca\u00f1ado, a full professor in the Department of English Philology of the University of Ja\u00e9n. &nbsp; This article is proposed in the frame of the module \u201cEvaluaci\u00f3n de Programas de Pol\u00edticas Ling\u00fc\u00edsticas\u201d (M\u00e1ster en Ling\u00fc\u00edstica Inglesa Aplicada) and addresses ways to improve language teaching and learning standards through CLIL in bilingual education. ARTICLE Lessons learned: CLIL and paths forward in bilingual education One of the ways to improve language teaching and learning standards is Content and Language Integrated Learning (CLIL) &#8211; but is it worth the hype? Authors: Mar\u00eda Luisa P\u00e9rez Ca\u00f1ado Maksym Yemelyanov \/ Adobe Stock Europe has sought to raise its citizens\u2019 linguistic competence&hellip;<\/p>\n<p> <a class=\"more-link\" href=\"https:\/\/blogs.uned.es\/esto-te-interesa\/2025\/01\/23\/lessons-learned-clil-and-paths-forward-in-bilingual-education\/\">Leer m\u00e1s<\/a><\/p>\n","protected":false},"author":7973,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":{"0":"post-1019","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-sin-categoria"},"_links":{"self":[{"href":"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-json\/wp\/v2\/posts\/1019","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-json\/wp\/v2\/users\/7973"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-json\/wp\/v2\/comments?post=1019"}],"version-history":[{"count":1,"href":"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-json\/wp\/v2\/posts\/1019\/revisions"}],"predecessor-version":[{"id":1025,"href":"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-json\/wp\/v2\/posts\/1019\/revisions\/1025"}],"wp:attachment":[{"href":"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-json\/wp\/v2\/media?parent=1019"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-json\/wp\/v2\/categories?post=1019"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.uned.es\/esto-te-interesa\/wp-json\/wp\/v2\/tags?post=1019"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}