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EMILE dans des langues autres que l'anglais –
Transitions réussies entre les différents niveaux d'enseignement

Cette page sera disponible en français en 2024. Veuillez vous référer aux pages en anglais pour le moment.

Concepts and background

What is the rationale for the CLIL LOTE transition resources? Why are they relevant for the wide target group of teachers, teacher educators, teaching material designers, curriculum designers and decision-makers? Which underlying principles ensure coherence of the resources? The thematic focal points of the ressources and description of the background of the CLIL LOTE transitions website are presented here in five sections.

Content and Language Integrated Learning (CLIL)

Mehisto et al. (2008) define Content and Language Integrated Learning (CLIL) as ‘a dual focused educational approach in which an additional language is used for learning and teaching of both content and language’ (p. 9). As stressed by the authors, CLIL is a widely used term and can be defined as an ‘umbrella term covering a dozen or more educational approaches (e.g., immersion, bilingual education, [...] and enriched language programmes’ (p. 12). 

The resources build on this broad definition of CLIL and explore CLIL both in the language classroom and in other subjects:

  • CLIL in the language classroom means that content from other subjects is integrated in language teaching, e.g. by using materials from biology, history or art in foreign language education.
  • CLIL in other subjects means that languages that are not the language of schooling are used in subject teaching, e.g. by reading texts in French or German as additional language in social sciences Mehisto et al. (2008) emphasize:
    “The essence of CLIL is integration. The integration has a dual focus:
    a)  Language learning is included in content classes [...]
    b)  Content from subjects is used in language-learning classes”
    Mehisto P., Marsh D. & Frigols M. J. (2008), Uncovering CLIL, Macmillan Education, Oxford, p. 11 and 12.

Our resources hereby cover both more content-oriented and more language-oriented CLIL models as visualized in the CLIL content-language continuum approachThe CLIL content-language continuum approach is described by María Dolores Ramirez Verdugo (2011) “Chapter 1: CLIL Varieties across Europe, Guidelines for CLIL Implementation in Primary and Pre-Primary Education”. In: Sophie Ioannou & Georgiou Pavlos Pavlou, Guidelines for CLIL Implementation in Primary and Pre-Primary Education, p. 13-20, model on p. 16. See also Sandra Attard Montalto, Lindsay Walter, Maria Theodorou, Kleoniki Chrysanthou (2016), The CLIL Guidebook, p. 25..

Languages Other Than English (LOTE)

The focus of the resources is on CLIL in Languages Other Than English (LOTE). The target language that is used for learning and teaching of both content and language can be all languages other than English, for example:

It should be noted that researchers for CLIL in English were involved in the project process which developed this resource website and that its outputs – to some extent – are applicable to CLIL in English.