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    Do Coyle
ECML PROGRAMME - Programme 2012-2015

A pluriliteracies approach to teaching for learning

A pluriliteracies approach builds on CLIL approaches to help learners become better meaning-makers, who can draw on content knowledge to communicate successfully across languages, disciplines and cultures. In this way it promotes deep learning and helps develop responsible, global citizens.

Do Coyle


Surname: Coyle
First name:  Do
Address for correspondence: E-mail
Nationality: United Kingdom

Affiliation with educational networks/associations

  • CCN network and previously related European CLIL network [e.g.http://www.clilcompendium.com/] http://www.ccnclil.eu/
  • Association for Language Learning (ALL) SIG for CLIL leading to a research group: Austria and the UK) 
  • British Education Research Association (BERA)
  • Scottish Education Research Association (SERA)
  • European Education Research Association (EERA)
  • The Languages Company, Director Lid King (Member of the Advisory Board)
  • Association Internationale de Linguistique Appliquée 
  • British Association of Applied Linguistics, member of SIG (Language Teaching and    Learning)
  • Fédération Internationale  des Professeurs de Français
  • IPOLLS, International Project on Language Learning Strategies (member of research group led by Ernesto Macaro and Andrew Cohen)
  • CLIL Global Forum (university network – Marsh, 2011)

work information

Occupation or position
currently held:
Professor in Learning Innovation & Director of Research
Name of employer:
School of Education, University of Aberdeen, Scotland
Country of employment: United Kingdom

education and training

 B.Ed (University of Nottingham); M.Ed (distinction) (University of Leicester); PhD (University of Nottingham); Chevalier dans l'Ordre des Palmes Academiques (awarded by the French Government for services to Teacher Education, 1998); Lord Dearing Teaching Award ( for outstanding contributions to Teaching and Learning, University of Nottingham, 2002)

languages of communication

Mother tongue: English
Other languages French, Russian, German

Expertise in the topic of the proposed project

Now one of the leading world experts in CLIL, Do started her career as a French and Russian teacher in secondary schools in the UK. She had been inspired by negative role models in her own experiences as a language learner And wanted to instigate a vision for language learning which was interactive and meaningful. Hence she developed immersion approaches to class-linking to ensure that languages were brought alive for all learners. After working with FL and CLIL in 5 secondary schools (UK and France) over 16 years, she became a lecturer and teacher trainer at the University of Nottingham. Here she set up the first university validated pre-service teacher education programme for CLIL in the UK for teachers of Science, History and Geography to teach through the medium of French, German and Spanish. Her quest for CLIL to be rooted in languages other than English remains with recent collaborative research with colleagues in Australia. Her own doctoral thesis focussed on interactions in CLIL classrooms.

 As one of the founder members of the early European CLIL pioneer group, Do has worked closely on European CLIL projects and networks for the last 15 years. During this period, she has developed a conceptual/theoretical framework to underpin CLIL pedagogies (the 4Cs Framework) which is now used across many European countries and beyond to guide CLIL in-service training including lesson planning and materials design. See for example: http://phobos.xtec.cat/cirel/cirel/index.php?option=com_content&view=article&id=119&Itemid=125
 Her vision is to achieve the highest quality of learning in CLIL classrooms and works alongside CLIL learners themselves as well as teachers (e.g. STARS - students and teachers as researchers) in a wide range of class-based inquiry projects. Her key areas of interest lie in understanding the components of motivating and challenging CLIL environments. Do has written extensively in both academic and professional fields. Her theoretical and practical work in CLIL pedagogies makes her one of the leaders in the field. She is invited to speak across all continents as an advisor, trainer and consultant. Do currently leads the Masters Programme in PluriLingual Education (CLIL) at the University of Aberdeen and is supervising four doctoral theses in CLIL (students from Belgium, the Netherlands, Brunei and Spain). She has recently been involved in two European Doctorates in CLIL (Italy and Spain).     


  • Book 
Coyle, D., Hood, P., Marsh, D. 2010 Content and Language Integrated Learning Cambridge: Cambridge University Press
  • Book Chapter (internationally refereed) 
Coyle, D (2011) Post-method pedagogies: Using a second or other language as a learning tool in CLIL settings in Zarobe, Y.R.; Sierra, J.M., and Puerto, F.G.(Ed) Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts. Bern: Peter Lang
Coyle, D (2010) Chapter 3, Language Pedagogies Revisited: alternative approaches for integrating language learning, language using and intercultural understanding in Miller, J., Kostogriz, A and Gearon, M (eds) Culturally and Linguistically Diverse Classrooms: New Dilemmas for Teachers Ontario: Multilingual
  • Matters UK Report/National Guidelines for CLIL [policy~practice]
Coyle, D., Holmes, B., King, L. 2009  National Guidelines for CLIL DCSF (Languages Company for UK Ministry)  
  • Journal  Article
Coyle, D. 2007 Content and Language Integrated Learning: towards a connected research agenda for CLIL pedagogies in International Journal of Bilingual Education and Bilingualism vol 10 (5)


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