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

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

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 description of the background of the CLIL LOTE transitions website is 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 approach The 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..

Langues autres que l'anglais (LOTE)

Les ressources se concentrent sur l'EMILE dans des langues autres que l'anglais (LOTE). La langue cible utilisée pour l'apprentissage et l'enseignement du contenu et de la langue peut être une parmi toutes les langues autres que l'anglais, par exemple :

Langue étrangère

"Une langue décrite comme telle dans le programme d'études établi par les autorités éducatives centrales (ou de niveau supérieur). Dans certains pays, les langues étrangères peuvent être appelées langues vivantes ou deuxième ou troisième langue. La description utilisée est basée sur une définition liée à l'éducation, sans rapport avec le statut politique d'une langue." Commission européenne/EACEA/Eurydice (2017), Chiffres clés de l'enseignement des langues à l'école en Europe - édition 2017, rapport Eurydice, Office des publications de l'Union européenne, Luxembourg, p. 142 et suivantes, disponible ici.

Langues d'origine

Voir le glossaire du projet RECOLANG

Langue régionale et/ou minoritaire

"Une langue qui est « traditionnellement utilisée sur un territoire donné d'un État par des ressortissants de cet État qui forment un groupe numériquement inférieur au reste de la population de l'État ; elle est différente de la (des) langue(s) d'État de cet État » (Conseil de l'Europe, 1992). En règle générale, il s'agit des langues des populations qui ont leurs racines ethniques dans les régions concernées ou qui y sont installées depuis des générations. Les langues régionales et/ou minoritaires peuvent avoir le statut de langue officielle, mais par définition ce statut sera limité à la zone dans laquelle elles sont parlées." Agence exécutive européenne pour l'éducation et la culture, Eurydice (2017), Chiffres clés de l'enseignement des langues à l'école en Europe - édition 2017, Office des publications de l'Union européenne, Luxembourg, p. 142ff, disponible à l'adresse https://data.europa.eu/doi/10.2797/04255.

Langue d'État

Il convient de noter que des chercheur·es en EMILE en anglais ont été impliqués dans le processus du projet qui a développé ce site web de ressources et que ses résultats - dans une certaine mesure - sont applicables à l'EMILE en anglais.

Il convient de noter que des chercheurs en EMILE en anglais ont été impliqués dans le processus du projet qui a développé ce site web de ressources et que ses résultats - dans une certaine mesure - sont applicables à l'EMILE en anglais.

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:

Foreign language

“A language described as such in the curriculum laid down by the central (or top-level) education authorities. In some countries, foreign languages may be referred to as modern languages or the second or third language. The description used is based on an education-related definition, unrelated to the political status of a language.” European Commission/EACEA/Eurydice (2017), Key data on teaching languages at school in Europe – 2017 edition, Eurydice report, Publications Office of the European Union, Luxembourg, p. 142ff, available here.

Home languages

See project glossary RECOLANG

Regional and/or minority language

“A language that is ‘traditionally used within a given territory of a state by nationals of that state who form a group numerically smaller than the rest of the state’s population; it is different from the state language(s) of that state’ (Council of Europe, 1992). As a general rule, these are languages of populations that have their ethnic roots in the areas concerned or have been settled in the regions concerned for generations. Minority/regional languages can have the status of an official language, but by definition this status will be limited to the area in which they are spoken.” European Education and Culture Executive Agency, Eurydice (2017), Key data on teaching languages at school in Europe – 2017 edition, Publications Office of the European Union, Luxembourg, p. 142ff, available at https://data.europa.eu/doi/10.2797/04255.

State language

“Any language with official status throughout an entire country. Any state language is an official language.” European Education and Culture Executive Agency, Eurydice (2017), Key data on teaching languages at school in Europe – 2017 edition, Publications Office of the European Union, Luxembourg, p. 142ff, available here.

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.

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