Learning through an Additional Language

Content and Language Integrated Learning (CLIL) is an umbrella term describing a teaching approach that contains a dual focus on content and language learning outcomes in an additional language. CLIL can be contrasted with other approaches to language integration in that it focuses, in particular, on second/additional languages. CLIL programmes have gained popularity since they were first introduced in the European context in the 1990s, as a way to extend exposure to an additional language by engaging learners in another curricular area through the target language. Empirical studies and syntheses highlight the benefits of a CLIL approach, particularly in the area of language development and enrichment. Potential challenges in its enactment have emerged, however, especially in the area of content development. This chapter calls for maintaining a balance between language and content in CLIL and discusses the effectiveness of utilising appropriate frameworks, to support the design and enactment of effective CLIL instruction. Factors that impact CLIL are also explored, such as professional development and resources for teachers, an inclusive approach to CLIL to cater for a variety of strengths and needs in the classroom, and other variables like school profile and socioeconomic status.