Part of
Language Use and Language Learning in CLIL ClassroomsEdited by Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
[AILA Applied Linguistics Series 7] 2010
► pp. 23–38
Edited by Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
[AILA Applied Linguistics Series 7] 2010
► pp. 23–38
On the natural emergence of language structures in CLIL
Towards a theory of European educational bilingualism
It is important to ensure that the implementation of modern European educational bilingualism be based on sound theoretical underpinnings. We discuss the development of L2 competence, as evidenced in sentence and text grammar, gauging the extent to which the incidental language learning favoured by a CLIL (Content and Language Integrated Learning) approach appears to satisfy the requirements of content learning. Secondary CLIL learners were given writing prompts designed to produce short passages of academic type language. The resulting texts are employed to discuss (a) the alignment of content and grammar and the primacy of semantic considerations; (b) transfer between L1 and L2 and the undeniable role of the L1, and (c) interlanguage levels and the need for realistic attainment models. They also serve to illustrate the importance of communicative need in CLIL-type approaches.
Cited by (11)
Cited by 11 other publications
Carabelli, Patricia
2024. Becoming a Content and Language Integrated Learning Specialist: Exploring the Voices of English Language Teachers in Uruguay. In Content and Language Integrated Learning in South America [Multilingual Education, 46], ► pp. 205 ff. 
Fernández-Fernández, Raquel & Ana Halbach
2023. Giving ELT a Content of Its Own: How Focusing on Literacy Development Impacts Primary CLIL Students’ Reading Performance. English Teaching & Learning 47:3 ► pp. 271 ff.
Whittaker, Rachel & Anne McCabe
2020. Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 309 ff.
Graves, Kathleen & Sue Garton
2017. An analysis of three curriculum approaches to teaching English in public-sector schools. Language Teaching 50:4 ► pp. 441 ff.
Somers, Thomas
2017. Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review. International Review of Education 63:4 ► pp. 495 ff.
Bijeikienė, Vilma & Daiva Pundziuvienė
2015. IDKM diegimas Lietuvos bendrojo lavinimo mokyklose: atvejo analizė. Coactivity: Philology, Educology 23:1 ► pp. 1 ff.
Moore, Pat & Francisco Lorenzo
2015. Task-based learning and content and language integrated learning materials design: process and product. The Language Learning Journal 43:3 ► pp. 334 ff.
Pavón Vázquez, Víctor, Javier Ávila López, Arturo Gallego Segador & Roberto Espejo Mohedano
2015. Strategic and organisational considerations in planning content and language integrated learning: a study on the coordination between content and language teachers. International Journal of Bilingual Education and Bilingualism 18:4 ► pp. 409 ff.
Lorenzo, Francisco
2013. Genre-based curricula: multilingual academic literacy in content and language integrated learning. International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 375 ff.
Dalton-Puffer, Christiane
2011. Content-and-Language Integrated Learning: From Practice to Principles?. Annual Review of Applied Linguistics 31 ► pp. 182 ff.
Dalton-Puffer, Christiane
2017. Introduction to part III. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 167 ff.
This list is based on CrossRef data as of 25 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.