Content and Language Integrated Learning

This chapter considers the historical and international context for Content and Language Integrated Learning (CLIL) and similar theoretical concepts which describe learning through a language other than the home language. Case studies of teaching where content and language are integrated and the different pedagogical principles the teachers use in their planning are explored. The authors consider the importance of a focus on meaning above simply translating from one language to another, illustrated through a series of language challenges and bilingual teacher narratives. Approaches to teaching and learning that focus on developing deep learning across languages, subjects and cultures are explored. Finally, recognising the challenges for both specialist language teachers and self-identifying non-linguists in planning for a focus on both subject and language learning, examples are shared of the supportive frameworks that teachers in the shared case studies use.