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Home > ECML-Programme > Programme 2020-2023 > CLIL in languages other than English > Ensuring coherence

CLIL in languages other than English –
Successful transitions across educational stages

Overview
Concepts and
background
Curriculum
Teacher
education
Collaboration
Teaching
materials
Portfolio and formative assessment

Ensuring coherence: The guiding principles for CLIL

Mettre en œuvre l'EMILE en classe de langue et dans d'autres matières

Voir par exemple Mehisto et al, 2008 ; Verdugo, 2011 ; Montalto et al, 2016.

Mehisto P., Marsh D. & Frigols M. J. (2008), Uncovering EMILE, Macmillan Education, Oxford.

Verdugo, M. D. Ramirez (2011) " Chapitre 1 : Variétés d'EMILE à travers l'Europe, lignes directrices pour la mise en œuvre de l'EMILE dans l'enseignement primaire et préprimaire ". In : Sophie Ioannou & Georgiou Pavlos, Lignes directrices pour la mise en œuvre de l'EMILE dans l'enseignement primaire et préprimaire, p. 13-20.

Montalto, S., Walter, A.L., Theodorou, M., Chrysanthou, K. (2016), The EMILE Guidebook, p. 25. Disponible ici.

Définir des objectifs d'apprentissage tant pour la langue que pour le contenu

Voir par exemple Räsänen, 2008 ; Räsänen, A. 2008 ; Coyle, D. et al, 2010

Räsänen, 2008. Les objectifs d'apprentissage de la langue peuvent être définis sur la base de la distinction établie par Coyle et al (2010) dans la langue de, pour et par l'apprentissage.

Räsänen, A. (2008) : "Steps from non-EMILE to EMILE (in L2 and FL mediated Higher Education) (Étapes du non-EMILE à l'EMILE (dans l'enseignement supérieur médié par une L2 et une langue étrangère)). I Greere, A. & Räsänen, A. : Year 1 Report Lanqua, Subproject on Content and Language Integrated Learning : redefining "EMILE" - Towards Multilingual Competence.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL. Content and Language Integrated Learning. Cambridge University Press. 

Renforcer la motivation des apprenant·es en se concentrant sur l'environnement d'apprentissage, l'engagement de l'apprenant et les identités propres de l'apprenant

Le troisième principe s'inspire du modèle de processus de Coyle (2011) - Investigating Motivation in EMILE settings (voir également Bower, 2019, dans un contexte nordique : Daryai-Hansen & Morollón Martí, 2023). Le modèle fournit des exemples pour les trois dimensions : environnement d'apprentissage, engagement de l'apprenant et identités propres de l'apprenant.

Coyle, D. (2011). The Research Report: Investigating Student gains in Content and Language Integrated Learning. University of Aberdeen.

Bower, K. (2019). Explaining Motivation in Language Learning: A Framework for Evaluation and Research. The Language Learning Journal, 47(5), 558-574.

Daryai-Hansen, P. et Morollón Martí, N. (2023). Mundtlighed, EMILE og arrangerede sprog- og kulturmøder - to undervisningsforløb set fra motivationsforskningens perspektiv. Nordic Journal of Language Teaching and Learning, Vol. 11, No. 1, 2023, p. 89-117.

Intégrer l'EMILE à tous les stades de l'éducation et adapter l'EMILE aux différents stades de l'éducation

Voir par exemple Meyer et al. 2015, p. 4 ; Coyle & Meyer (2021) ; Coyle, Meyer & Staschen-Dielmann (2023).

Oliver Meyer, en coopération avec Ana Halbach et Do Coyle (2015). Une approche plurilittéraire de l'enseignement pour l'apprentissage. Mettre en pratique une approche plurilittéraire., Centre européen pour les langues vivantes, Conseil de l'Europe.

Coyle, D., & Meyer, O. (2021). Beyond CLIL : Pluriliteracies Teaching for Deeper Learning. Cambridge University Press.

Coyle, D., Meyer, O. et Staschen-Dielmann, S. (2023). A Deeper Learning Companion for CLIL: Putting Pluriliteracies into Practice. Cambridge University Press.

Construire des ponts entre les différentes étapes de l'éducation

Voir par exemple Beacco et al. (2016a), p. 48, et la distinction entre cohérence verticale et horizontale dans Beacco et al. (2016b), p. 100.

Beacco et al. (2016a). Manuel pour l'élaboration des programmes scolaires et la formation des enseignants. La dimension linguistique dans toutes les matières, Conseil de l'Europe.

Beacco et al (2016b). Guide pour l'élaboration et la mise en œuvre de curricula pour l'éducation plurilingue et interculturelle. Conseil de l'Europe, p. 100.

Conceptualiser l'EMILE en tant qu'élément de l'éducation interculturelle

Voir par exemple le cadre des 4C (Coyle, 2006 in Coyle 2007, p. 551), la matrice EMILE du CELV, Meyer et al. 2015, p. 3, et García 2013. Lié au sixième principe, le potentiel de décentrement épistémologique pour les langues, les cultures et les sujets (Bojsen et al., 2023) inhérent à l'approche EMILE.

Coyle, D. (2007). Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogie: Towards a Connected Research Agenda for EMILE Pedagogies. International Journal of Bilingual Education and Bilinguisme, 10 (5), 543-562.

Oliver Meyer, en coopération avec Ana Halbach et Do Coyle (2015). Une approche plurilittéraire de l'enseignement pour l'apprentissage. Mettre en pratique une approche plurilittéraire. Centre européen pour les langues vivantes, Conseil de l'Europe, disponible ici.

García, María del Carmen Méndez (2013) The intercultural turn brought about by the implement at ion of EMILE programmes in Spanish monolingual areas : a case study of Andalusian primary and secondary schools. The Language Learning Journal, 41:3, 268-283.

Bojsen, H., Daryai-Hansen, P., Holmen, A. & Risager, K. (eds.) (2023). Translanguaging and Epistemological Decentring in Higher Education and Research. Multilingual Matters.

Établir des liens entre l'EMILE et l'enseignement plurilingue

Voir par exemple le projet CONBAT+ qui combine des approches plurilingues et pluriculturelles avec un enseignement basé sur le contenu.

Implement CLIL both in the language classroom and in other subjects

See e.g. Mehisto et al., 2008; Verdugo, 2011; Montalto et al., 2016.

Mehisto P., Marsh D. & Frigols M. J. (2008), Uncovering CLIL, Macmillan Education, Oxford.

Verdugo, M. D. Ramirez (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.

Montalto, S., Walter, A.L., Theodorou, M., Chrysanthou, K. (2016), The CLIL Guidebook, p. 25. Available here.

Define learning objectives both for language and content learning

See e.g. Räsänen, 2008; Räsänen, A. 2008; Coyle, D. et al, 2010 

Räsänen, 2008. The learning objectives for language can be defined based on Coyle et al’s (2010) distinction in language of, for and through learning.

Räsänen, A. (2008): “Steps from non-CLIL to CLIL (in L2 and FL mediated Higher Education).” I Greere, A. & Räsänen, A.: Year 1 Report Lanqua, Subproject on Content and Language Integrated Learning: redefining “CLIL” – Towards Multilingual Competence.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL. Content and Language Integrated Learning. Cambridge University Press.

Strengthen learners' motivation, focusing on learning environment, learner engagement and learner identities/self

The third principle draws on Coyle’s (2011) Process Model – Investigating Motivation in CLIL settings (see also Bower, 2019, in a Nordic context: Daryai-Hansen & Morollón Martí, 2023). The model provides examples for the three dimensions: learning environment, learner engagement and learner identities/self.

Coyle, D. (2011). Research Report. Investigating Students Gains: Content and Language Integrated Learning. University of Aberdeen.

Bower, K. (2019). Explaining motivation in language learning: a framework for evaluation and research. The Language Learning Journal, 47(5), 558-574.

Daryai-Hansen, P. & Morollón Martí, N. (2023). Mundtlighed, CLIL og arrangerede sprog- og kulturmøder – to undervisningsforløb set fra motivationsforskningens perspektiv. Nordic Journal of Language Teaching and Learning, Vol. 11, No. 1, 2023, p. 89-117.

Integrate CLIL at all educational stages and adapt CLIL to different educational stages

See e.g. Meyer et al. 2015, p. 4; Coyle & Meyer (2021); Coyle, Meyer & Staschen-Dielmann (2023).

Oliver Meyer, in cooperation with Ana Halbach and Do Coyle (2015). A Pluriliteracies Approach to Teaching for Learning: Putting a pluriliteracies approach into practice. European Centre for Modern Languages, Council of Europe.

Coyle, D., & Meyer, O. (2021). Beyond CLIL : Pluriliteracies Teaching for Deeper Learning. Cambridge University Press.

Coyle, D., Meyer, O., & Staschen-Dielmann, S. (2023). A Deeper Learning Companion for CLIL : Putting Pluriliteracies into Practice. Cambridge University Press.

Build bridges across educational stages

See e.g. Beacco et al. (2016a), p. 48, and the distinction between vertical and horizontal coherence in Beacco et al. (2016b), p. 100.

Beacco et al. (2016a). A Handbook for Curriculum Development and Teacher Training. The Language Dimension in All Subjects, Council of Europe.

Beacco et al. (2016b). Guide for the development and implementation of curricula for plurilingual and intercultural education. Council of Europe, p. 100.

Conceptualise CLIL as a part of intercultural education

See e.g. the 4Cs Framework (Coyle, 2006 in Coyle 2007, p. 551), the ECML CLIL matrix, Meyer et al. 2015, p. 3, and García 2013.
Connected to the sixth principle is the potential for epistemological decentring for languages, cultures and subjects (Bojsen et al., 2023) inherent to the CLIL approach.

Coyle, D. (2007). Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies. International Journal of Bilingual Education and Bilingualism, 10 (5), 543-562.

Oliver Meyer, in cooperation with Ana Halbach and Do Coyle (2015). A Pluriliteracies Approach to Teaching for Learning. Putting a pluriliteracies approach into practice. European Centre for Modern Languages, Council of Europe, available here.

García, María del Carmen Méndez (2013) The intercultural turn brought about by the implement at ion of CLIL programmes in Spanish monolingual areas: a case study of Andalusian primary and secondary schools. The Language Learning Journal, 41:3, 268-283.

Bojsen, H., Daryai-Hansen, P., Holmen, A. & Risager, K. (eds.) (2023). Translanguaging and Epistemological Decentring in Higher Education and Research. Multilingual Matters.

Establish links between CLIL and plurilingual education

See e.g. the CONBAT+ project that combines plurilingual and pluricultural approaches with content-based instruction. 

In order to ensure coherence between the products designed across the working groups of the network, guiding principles for CLIL have been established by the project group based on previous research.

The templates for gathering examples of practice from the countries represented in the network were developed by the project team. They are based on the guiding principles. Also the piloting and review process of the products was based on the guiding principles.

In the Danish context, the guiding principles have been used in a project financed by the Danish National Centre for Foreign Languages (NCFF) as checklist to develop and evaluate lesson plans within CLIL. The Danish version is an example of how the guiding principles can be used and concretized in a specific context, e.g., by drawing on research literature in the state languages.

Download the Danish version of the checklist (pdf)

Download the Danish version translated into English (pdf)

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