This article first presents several definitions of CLIL and the practical and theoretical assumptions at its core, and then analyzes several longitudinal studies (Canada, the Netherlands, Spain, Hong Kong, the Philippines, Malaysia, etc.) on the effectiveness or insuccess of this methodological approach. This allows the authors to compare the success factors with those that lead to failure. Part of the advantage of CLIL is that it is a theory of practice and has an intrinsic flexibility and heterogeneity nonetheless there is often confusion regarding the factors of success and failure among teachers applying the approach, which often leads them to unwittingly misapply CLIL. Thus, on the basis of research and training courses led for CLIL teachers, we will present its unique and defining factors and will draw guidelines for teachers who wish to apply it.
|Numero di pagine||13|
|Rivista||LATIN AMERICAN JORUNAL OF CONTENT AND LANGUAGE INTEGRATED LEARNING|
|Stato di pubblicazione||Pubblicato - 2011|
- bilingual education