CLIL and language education in Spain

Abstract

Content and Language Integrated Learning (CLIL) has become a widely implemented modality of instruction, yet concerns regarding its effectiveness remain tangible in the domain of public opinion, and a solid body of evidence in favour of or against this type of education is still lacking. This chapter begins with an examination of the development of language learning in Spain, moving from the early forms of L2 instruction to the current mass adoption of CLIL programmes. From there, we describe the major characteristics of bilingual instruction in terms of national legislative guidelines and discuss how CLIL is developed and controlled in theory. After this discussion, we examine research conducted in this national context, both in terms of performance tests and in the perceptions of the major stakeholders, including school leaders, teachers and learners. The chapter concludes with an appreciation of the clear benefits of CLIL with regards to the improvement of L2 competence and the modernisation of teaching practices but also with a recognition of the possible limitations of CLIL for content acquisition and the need for large-scale, reliable performance testing.