Content and Language Integrated Learning (CLIL): An Overview

Content and Language Integrated Learning (CLIL) is a widely recognized educational approach that combines language learning with content acquisition. As an acronym, CLIL succinctly encapsulates its dual purpose: teaching academic subjects through a foreign language while simultaneously developing language skills. Although the acronym itself seems simple, the application of CLIL spans a broad spectrum of educational settings, from bilingual education programs to English as a Medium of Instruction (EMI), Language Across the Curriculum (LAC), and Content-Based Instruction (CBI). This approach has evolved over time, drawing on historical examples such as the ancient Romans, who educated their children in Greek, and has gained popularity in contemporary education due to its flexibility and effectiveness (Ball, 2024).

Defining CLIL: Key Characteristics

Understanding CLIL requires delving into its multiple definitions, which highlight the approach's key features. These definitions offer insights into CLIL's aims, its dual focus, and its educational benefits.

1. CLIL as a Curriculum Member. The European Commission provides a straightforward definition of CLIL: "Content and Language Integrated Learning (CLIL), in which pupils learn a subject through the medium of a foreign language" (European Commission, n.d.). This description emphasizes CLIL's place within the curriculum, noting that it involves teaching subject content in a foreign language. However, it leaves open questions regarding the extent to which pupils engage with both the subject matter and the language.
2. Dual Focus: Content and Language Learning. A more detailed definition, presented by David Marsh in 2002, emphasizes the dual objectives of CLIL: "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language" (Marsh, 2002). This definition underscores the idea that CLIL enables students to master academic content while developing language proficiency. The dual-focus approach is central to CLIL's value, as it promotes efficiency by addressing both content and language learning simultaneously.
3. Maximizing Time and Efficiency. The European Commission further explains that CLIL offers "exposure to the language without requiring extra time in the curriculum" (European Commission, n.d.). This aspect of CLIL is particularly attractive in educational settings where time constraints are common. By integrating language learning into subject-based instruction, CLIL allows for additional language exposure without needing separate time slots for language lessons. This efficiency aligns with broader educational goals, such as the European Union's resolution to ensure that all citizens speak two foreign languages by the end of compulsory schooling (European Council, 1995).
4. CLIL Promotes Accessibility and Inclusion. David Graddol's 2006 definition highlights another important feature of CLIL: its inclusivity. He notes that CLIL differs from traditional English-medium education by not requiring students to have advanced language proficiency before engaging with subject content: "It differs from simple English-medium education in that the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study" (Graddol, 2006). This inclusive aspect of CLIL makes it accessible to a wide range of learners, including those who may not have a high level of language proficiency at the outset. Teachers are encouraged to adapt their teaching methods to ensure that students comprehend the content, making CLIL an approach that works for diverse ability levels.
5. Motivation and Engagement. Finally, CLIL is recognized for its ability to motivate students. According to Marsh, Marsland, and Stenberg (2001), "CLIL is about using languages to learn... It is about installing a ‘hunger to learn’ in the student" (Marsh, Marsland, & Stenberg, 2001). By integrating language learning with subject content, CLIL fosters genuine engagement. Students are not merely learning a language for its own sake but are using it as a tool to understand complex academic topics. This contextualized approach increases the relevance of the language, making learning more meaningful and motivating. Furthermore, CLIL encourages students to use language for real-world purposes, which enhances their sense of achievement and competence.

Conclusion

CLIL is a versatile and effective educational approach that offers numerous benefits for language learners and content learners alike. By combining subject learning with language development, CLIL promotes efficiency, inclusivity, and motivation. As globalization and technological advancements continue to shape educational contexts, the relevance of CLIL as an integrated approach to teaching is likely to grow. CLIL’s dual focus, accessibility, and motivational potential make it a valuable tool for educators seeking to enhance both language proficiency and content knowledge.

References

Ball, P. (2024). What is CLIL? Onestopclil.

European Commission. (n.d.). Content and Language Integrated Learning (CLIL). Retrieved from https://europa.eu.

European Council. (1995). Resolution on language learning and teaching in the European Community.

Graddol, D. (2006). English Next. British Council Publications.

Marsh, D. (2002). Content and Language Integrated Learning: The European Dimension – Actions, Trends, and Foresight Potential.

Marsh, D., Marsland, B., & Stenberg, K. (2001). CLIL: Content and Language Integrated Learning. European Commission.