CLIL, EMI, or EAP

This chapter examines the European-inspired notion of content and language integrated learning (CLIL), and discusses what makes CLIL different from English-medium instruction (EMI) on the one hand and EAP on the other. For this revised edition, more recent work in the areas of CLIL and EMI has been added, while the historical background to the terms remains unchanged. After examining the definition of CLIL, the chapter maps out the relationship between CLIL, EMI and EAP and discusses the rise of EMI. Then, after summarising research into the disciplinary learning outcomes of EMI, the focus turns to who should teach CLIL and the source of the sometimes-difficult relationships between content and language experts. Can EAP professionals teach content? Can disciplinary experts teach language? Or does a CLIL approach necessarily imply collaboration between language and content teachers? These are some of the questions addressed in this chapter. The chapter concludes by suggesting the concept of disciplinary literacy as a way for content teachers to problematize CLIL and to begin to view themselves as teachers of disciplinary discourse.