Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

• Authors: Dario, Luis Banegas
• Languages of publication: EN

Abstracts

EN

In the last decade, there has been a major interest in content-based instruction (CBI) and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. In this paper, I first offer a sociocultural view of CBI-CLIL. Secondly, I define language and content as vital components in CBI-CLIL. Thirdly, I review the origins of CBI and the continuum perspective, and CLIL definitions and models featured in the literature. Fourth, I summarise current aspects around research in programme evaluation. Last, I review the benefits and challenges of this innovative approach so as to encourage critically context-responsive endeavours.

Keywords

EN

CBI; CLIL; CBI continuum; CLIL models

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Studies in Second Language Learning and Teaching
• Year: 2012
• Volume: 2
• Issue: 1
• Pages: 111-136

Dates

cover

2012-03

Contributors

author

Dario, Luis Banegas

• University of Warwick, UK
• Ministerio de Education del Chubut, Argentina

Identifiers

ISSN

2083-5205

DOI

10.14746/ssllt.2012.2.1.6