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/lp/de-gruyter/clil-languages-of-schooling-and-the-role-of-implicit-learning-with-zAg2le3bS2
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- Publisher
- de Gruyter
- Copyright
- © 2018 Walter de Gruyter GmbH, Berlin/Boston
- ISSN
- 2192-953X
- eISSN
- 2192-953X
- DOI
- 10.1515/eujal-2017-0027
- Publisher site
- See Article on Publisher Site
Abstract
1IntroductionContent and Language Integrated Learning became very popular in Europe in a relatively short period of time. Since the acronym was coined in the mid-nineties hundreds of schools have adopted the approach whereby in primary and secondary schools content is taught via the medium of a foreign or second language. This does not mean that in a particular country all schools are involved. More often than not it is only part of the education system that uses the CLIL approach (Eurydice, 2017). Yet, the following question seems more than legitimate. Why is it that in a fairly conservative field such as education the CLIL approach has gained so much momentum in such a short period of time? In this contribution we will try to give answers that are normally discarded from the CLIL debate. Of course, we know that the success of CLIL is due to a better mastery of the target language (see for instance Dalton-Puffer, 2008, Linares et al., 2012) and also to better cognitive development (see for instance Jäppinen, 2005, author a, 2007 a, Lorenzo et al., 2010) but despite CLIL’s success and popularity one of the most frequently heard complaints by researchers is about the
Journal
European Journal of Applied Linguistics – de Gruyter
Published: Mar 8, 2018