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

Do Coyle

Research output: Contribution to journalArticle

171 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

Fingerprint

language
learning
bilingual education
field of study
Content and Language Integrated Learning
Research Agenda
Conceptual Framework
21st Century
Language
Bilingual Education
Frame of Reference

Keywords

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

Cite this

@article{26a66fc1d2e043ed93e311541412e774,
title = "Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies",
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.",
keywords = "CLIL (content and language integrated learning), 4Cs framework, theories of practice, research",
author = "Do Coyle",
year = "2007",
doi = "10.2167/beb459.0",
language = "English",
volume = "10",
pages = "543--562",
journal = "International Journal of Bilingual Education and Bilingualism",
issn = "1367-0050",
publisher = "Routledge",
number = "5",

}

TY - JOUR

T1 - Content and Language Integrated Learning

T2 - Towards a Connected Research Agenda for CLIL Pedagogies

AU - Coyle, Do

PY - 2007

Y1 - 2007

N2 - 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.

AB - 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.

KW - CLIL (content and language integrated learning)

KW - 4Cs framework

KW - theories of practice

KW - research

U2 - 10.2167/beb459.0

DO - 10.2167/beb459.0

M3 - Article

VL - 10

SP - 543

EP - 562

JO - International Journal of Bilingual Education and Bilingualism

JF - International Journal of Bilingual Education and Bilingualism

SN - 1367-0050

IS - 5

ER -