CLIL, languages of schooling and the role of implicit learning with special reference to the learning of mathematics

CLIL, languages of schooling and the role of implicit learning with special reference to the... 1IntroductionContent and Language Integrated Learning became very popular in Europe in a relatively short period of time. Since the acronym was coined in the mid-nineties hundreds of schools have adopted the approach whereby in primary and secondary schools content is taught via the medium of a foreign or second language. This does not mean that in a particular country all schools are involved. More often than not it is only part of the education system that uses the CLIL approach (Eurydice, 2017). Yet, the following question seems more than legitimate. Why is it that in a fairly conservative field such as education the CLIL approach has gained so much momentum in such a short period of time? In this contribution we will try to give answers that are normally discarded from the CLIL debate. Of course, we know that the success of CLIL is due to a better mastery of the target language (see for instance Dalton-Puffer, 2008, Linares et al., 2012) and also to better cognitive development (see for instance Jäppinen, 2005, author a, 2007 a, Lorenzo et al., 2010) but despite CLIL’s success and popularity one of the most frequently heard complaints by researchers is about the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png European Journal of Applied Linguistics de Gruyter

CLIL, languages of schooling and the role of implicit learning with special reference to the learning of mathematics

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Publisher
De Gruyter Mouton
Copyright
© 2018 Walter de Gruyter GmbH, Berlin/Boston
ISSN
2192-953X
eISSN
2192-953X
D.O.I.
10.1515/eujal-2017-0027
Publisher site
See Article on Publisher Site

Abstract

1IntroductionContent and Language Integrated Learning became very popular in Europe in a relatively short period of time. Since the acronym was coined in the mid-nineties hundreds of schools have adopted the approach whereby in primary and secondary schools content is taught via the medium of a foreign or second language. This does not mean that in a particular country all schools are involved. More often than not it is only part of the education system that uses the CLIL approach (Eurydice, 2017). Yet, the following question seems more than legitimate. Why is it that in a fairly conservative field such as education the CLIL approach has gained so much momentum in such a short period of time? In this contribution we will try to give answers that are normally discarded from the CLIL debate. Of course, we know that the success of CLIL is due to a better mastery of the target language (see for instance Dalton-Puffer, 2008, Linares et al., 2012) and also to better cognitive development (see for instance Jäppinen, 2005, author a, 2007 a, Lorenzo et al., 2010) but despite CLIL’s success and popularity one of the most frequently heard complaints by researchers is about the

Journal

European Journal of Applied Linguisticsde Gruyter

Published: Mar 8, 2018

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