Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies

Do Coyle

Research output: Contribution to journalArticle

186 Citations (Scopus)

Abstract

This paper sets out to position CLIL research within the broader field of bilingual education in the 21st century. In considering the development of CLIL across diverse European contexts, the author problematises the construction of a research agenda which lies at the interface of several different fields of study. A conceptual framework for CLIL is presented which reorientates the integration of language and content in order to inform and develop CLIL pedagogies from a "holistic" perspective. Using the 4Cs Framework for analysis, the author concludes that for CLIL research to "mature," the nature and design of the research must evolve to identify CLIL-specific issues whilst drawing on a much wider frame of reference. This poses a challenge for a future CLIL research agenda which must "connect" and be "connected" if the potential of CLIL is to be realised.
Original languageEnglish
Pages (from-to)543-562
Number of pages20
JournalInternational Journal of Bilingual Education and Bilingualism
Volume10
Issue number5
DOIs
Publication statusPublished - 2007

Keywords

  • CLIL (content and language integrated learning)
  • 4Cs framework
  • theories of practice
  • research

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