(Re)situating CLIL knowledge as pedagogic practice

CLIL’s success lies in its framework for fostering conditions for language acquisition similar to those evident within the highly successful Canadian immersion approach (Coyle, 2008). However, in contrast to immersion, CLIL offers greater flexibility for how those conditions can be achieved across a wider range of educational contexts (Mehisto et al., 2008). For this reason, CLIL has been especially popular for supporting the European Commission’s Languages Framework, given the variability of school systems within the EU (Marsh, 2002). 

However, as a comparatively recent innovation in languages education, there has been limited application of CLIL in Australian schools relative to its origins in the European context. This theme therefore investigates how theory that has informed CLIL in other contexts has potential in local conditions for teacher practice. It aims to develop expertise that will support the introduction and delivery of languages through a CLIL approach at both the local and systemic level in the context of the Victorian education system. 

Key projects and related publications

• Bower, K., Coyle, D., Cross, R., & Chambers, G. (Eds.). (2020). Curriculum Integrated Language Teaching: CLIL in Practice. Cambridge University Press. doi:10.1017/9781108687867
• Llinares, A. & Cross, R. (2022). New challenges for CLIL research Identifying (in)equity issues. AILA Review, 35(2), pp. 169-179. doi:10.1075/aila.00054.edi
• Research and evaluation of the trial of Content And Language Integrated Learning (CLIL) approach to teaching and learning Languages
  (click for related publications)
• Sustainable models of Content And Language Integrated Learning in Asian languages
  (click for related publications)

People

• Russell Cross
• Kylie Farmer
• Shu Ohki
• Margaret Gearon

Related events and updates

• New Open Access Research Article: Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context
  Within school contexts that are socioeconomically marginalized, complex factors often lead to languages learning being devalued in ways which adversely… Read more: New Open Access Research Article: Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context
• Seminar: CLIL pedagogy, translanguaging, and materials (Prof Shigeru Sasajima, 3pm 22 Feb 2024)
  The CLIL Teacher Education Lab welcomes you to the following seminar:  CLIL pedagogy on learning together in translanguaging contexts—developing bilingual… Read more: Seminar: CLIL pedagogy, translanguaging, and materials (Prof Shigeru Sasajima, 3pm 22 Feb 2024)
• New Project: Investigating language teacher cognition on education for sustainability
  Dr Shu Ohki has been awarded a University of Melbourne Early Career Reseacher Grant to undertake a new project, Investigating Language Teacher… Read more: New Project: Investigating language teacher cognition on education for sustainability
• New Publication – Social equity challenges for CLIL research
  Llinares, A. & Cross, R. (2022). New challenges for CLIL research. AILA Review, 35(2), 169–179. doi:10.1075/aila.00054.edi
• Now out: (In)equity Issues in CLIL
  Special issue of AILA Review 35:2 (2022) The 2022 special issue of AILA Review is now available, edited by Ana Llinares and… Read more: Now out: (In)equity Issues in CLIL