Conceptualizing Integration in CLIL: More Than Just Learning Content and Language

Abstract

Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest since its inception in the mid-1990s in Europe. The growth thereof has influenced various levels of English language education in Ja-pan. Despite a recent increase in the use of this educational framework, however, a shared understanding of CLIL has yet to emerge. It appears that the term CLIL has acquired some of the characteristics associated with a brand-name that makes it simply appear to be an innovative and forward-looking educational approach. In this paper, I explore the exact nature of CLIL to advocate for the valid application of this pedagogical framework.