The effects of implementing clil in education

Abstract

Over the last 15 years, CLIL programmes have developed greatly in helping students gain strong skills and proficiency in the second or foreign language. In order to do so, several bi- or multilingual programmes have been implemented as a means of teaching an additional language through curriculum instruction. The aim of this chapter is to look at recent research on content-based education and to analyse the implications of its findings. Our objective is threefold: (1) to identify the effect that bi- or multilingual programmes have on foreign language competence to determine which of these areas profit more from the experience of subject matter teaching in the foreign language; (2) to account for the differences between the learning of subject matter in the first language and the second language and (3) to analyse the effect of integrated classroom pedagogies on this approach. This will provide new insights on the influence of CLIL instruction on content and language acquisition, a field that needs further research.