Content and Language Integrated Learning in Bilingual Education: What Can We Learn from the Previous Studies?
WHAT CAN WE LEARN FROM THE PREVIOUS STUDIES?
Keywords:
bilingual education, benefits, CLIL, recommendation
Abstract
CLIL is widely implemented in English as a foreign language class, but there has been no specific research conducted to identify the advantages and challenges of implementing it in the context of bilingual education. This study aims to examine the implementation of Content and Language Integrated Learning (CLIL) in bilingual education. Specifically, this study focuses on the benefits of CLIL in bilingual education and the challenges of implementing CLIL in bilingual education. Then, a recommendation to implement CLIL effectively was drawn using the benefits and the challenges of CLIL. This research was conducted by following the steps of a literature review. Data was collected from articles from accredited international journals published online from 2012 to 2022. The collected data were analyzed qualitatively using an interactive data analysis model, carried out in three stages of analysis: data reduction, data display, and conclusion drawing/verification. The data collected showed that CLIL improved mastery of a second language. It is because CLIL provides a lot of exposure for the students. Besides, CLIL enables students to acquire English by practicing it actively. The challenge in implementing CLIL lies in teachers’, students’, and teaching media readiness. To run CLIL effectively, it should be done by considering the quality, quantity, and consistency of the English exposure.
References
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Fazio, A., Isidori, E., & Bartoll, Ó. C. (2015). Teaching Physical Education in English using CLIL Methodology: A Critical Perspective. Procedia - Social and Behavioral Sciences, 186, 918–926. https://doi.org/10.1016/j.sbspro.2015.04.041
Feddermann, M., Baumert, J., & Möller, J. (2022). Just selection and preparation? CLIL effects on second language learning. Learning and Instruction, 80, 101578. https://doi.org/https://doi.org/10.1016/j.learninstruc.2021.101578
García-Centeno, M.-C., de Pablos Escobar, L., Rueda-López, N., & Calderón Patier, C. (2020). The impact of the introduction of bilingual learning on sixth grade educational achievement levels. PloS One, 15(6), e0234699. https://doi.org/10.1371/journal.pone.0234699
Goris, J., Denessen, E., & Verhoeven, L. (2019). Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies. European Educational Research Journal, 18(6), 675–698. https://doi.org/10.1177/1474904119872426
Graham, K. M., Matthews, S. D., & Eslami, Z. R. (2021). Using Children’s Literature to Teach the 4Cs of CLIL: A Systematic Review of EFL Studies. Latin American Journal of Content & Language Integrated Learning, 13(2), 163–189. https://doi.org/10.5294/laclil.2020.13.2.2
Graham, K. M., & Yeh, Y.-F. (2022). Teachers’ implementation of bilingual education in Taiwan: challenges and arrangements. In Asia Pacific Education Review (pp. 1–12). https://doi.org/10.1007/s12564-022-09791-4
Harrop, E. (2012). Content and language integrated learning (CLIL): Limitations and possibilities. Encuentro, Clil, 57–70. https://eric.ed.gov/?id=ED539731
Hommel, B., Colzato, L. S., Fischer, R., & Christoffels, I. K. (2011). Bilingualism and creativity: benefits in convergent thinking come with losses in divergent thinking. Frontiers in Psychology, 2, 273. https://doi.org/10.3389/fpsyg.2011.00273
Hüttner, J., & Smit, U. (2014). CLIL (Content and Language Integrated Learning): The bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597. System, 44, 160–167. https://doi.org/https://doi.org/10.1016/j.system.2014.03.001
Jafarigohar, M., Divsar, H., & Etemad, P. (2022). The effect of CLIL context on the primary education EFL receptive and productive lexical growth. Language Teaching Research, 13621688221078996. https://doi.org/10.1177/13621688221078997
Janic, A., Cavanagh, P., & Rivest, J. (2020). Effect of bilingualism on visual tracking attention and resistance to distraction. Scientific Reports, 10(1), 14263. https://doi.org/10.1038/s41598-020-71185-6
Jiang, P., Akhter, S., Azizi, Z., Gheisari, A., & Kumar, T. (2022). Exploring the role of content and language integrated learning approach in developing transversal skills in university students with respect to the mediating role of emotional intelligence. Frontiers in Psychology, 13, 988494. https://doi.org/10.3389/fpsyg.2022.988494
Klimova, B. F. (2012). CLIL and the Teaching of Foreign Languages. Procedia - Social and Behavioral Sciences, 47, 572–576. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.06.698
Kozhevnikova, E. (2014). Exposing Students to Authentic Materials as a Way to Increase Students’ Language Proficiency and Cultural Awareness. Procedia - Social and Behavioral Sciences, 116, 4462–4466. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.01.967
Lasagabaster, D., & Doiz, A. (2016). CLIL students’ perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness, 25(1–2), 110–126. https://doi.org/10.1080/09658416.2015.1122019
Lee, J. H., & Lo, Y. Y. (2017). An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners. System, 67, 121–131. https://doi.org/https://doi.org/10.1016/j.system.2017.04.017
Leona, N. L., van Koert, M. J. H., van der Molen, M. W., Rispens, J. E., Tijms, J., & Snellings, P. (2021). Explaining individual differences in young English language learners’ vocabulary knowledge: The role of Extramural English Exposure and motivation. System, 96, 102402. https://doi.org/https://doi.org/10.1016/j.system.2020.102402
Li, D., & Zhang, L. (2020). Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach. Language Teaching Research, 26(3), 333–360. https://doi.org/10.1177/1362168820903340
Llinares, A., & Dalton-Puffer, C. (2015). The role of different tasks in CLIL students’ use of evaluative language. System, 54, 69–79. https://doi.org/https://doi.org/10.1016/j.system.2015.05.001
Lubbe, W., Ham-Baloyi, W. ten, & Smit, K. (2020). The integrative literature review as a research method: A demonstration review of research on neurodevelopmental supportive care in preterm infants. Journal of Neonatal Nursing, 26(6), 308–315. https://doi.org/https://doi.org/10.1016/j.jnn.2020.04.006
Marian, V., & Shook, A. (2012). The cognitive benefits of being bilingual. Cerebrum : The Dana Forum on Brain Science, 2012, 13.
Marsh, D., & Marsh, A. D. (2012). Content and Language Integrated Learning ( CLIL ) A Development Trajectory.
McDougald, J. S. (2015). Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal, 17(1), 25. https://doi.org/10.14483/udistrital.jour.calj.2015.1.a02
Mearns, T. L. (2012). Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: a teacher research project. The Language Learning Journal, 40(2), 175–192. https://doi.org/10.1080/09571736.2011.621212
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Published
2023-11-21
How to Cite
Yani, K. N. H., Budasi, I. G., Ramendra, D. P., Artini, L. P., & Ana, I. K. T. A. (2023). Content and Language Integrated Learning in Bilingual Education: What Can We Learn from the Previous Studies?. Journey: Journal of English Language and Pedagogy, 6(3), 554–565. https://doi.org/10.33503/journey.v6i3.3362
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Articles
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