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An important finding emerging from this study is that CLIL teachers report generally using fewer approaches linked to the Language approach compared with Scaffolding and Input.

This study also found that CLIL teachers of the Creative and Physical subjects scored lowest on all approaches except for Language

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CLIL teachers in the Netherlands perceive CLIL to be a unique pedagogy.

There appear to be significant gaps between what is considered effective CLIL pedagogy in theory and the pedagogical approaches reported by these CLIL teachers

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     CLIL teachers’ classroom pedagogies

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     CLIL teachers’ classroom pedagogies

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Teachers’ classroom pedagogies have been identified as a key
area for further CLIL research. Relatively, little is known about the kinds of pedagogical designs
and approaches  and to what extent these differ from regular subject
teaching and foreign language teaching

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CLIL is about using a foreign language  that is generally not regularly used
outside of the classroom; CLIL teachers are generally subject specialists
and non-native speakers language.

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Dutch CLIL education is slowly
expanding to include different school types (HAVO and VMBO). HAVO is the five-year intermediate stream and VWO is the six-year pre-university stream.
Most CLIL teachers are not native speakers of the foreign language; neither do they have a background in language pedagogy.

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A key characteristic of the Dutch CLIL context is its highly institutionalized approach.

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Bilingual education and CLIL in the Netherlands

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Abstract The Netherlands is often held up an example of a 'success story' in terms of practices and research regarding the teaching and learning of subject content in a second language (de Graaff & van Wilgenburg, 2015; Pérez-Cañado, 2012).

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Dutch bilingual schools provide a rich context for CLIL research as the Netherlands has offered this form of education for over 25 years, with currently over 120 schools involved.

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Considering that a key component of quality CLIL education lies in teachers’ classroom pedagogies, this study seeks to contribute to broadening the knowledge base about the nature and
range of practices employed by CLIL teachers..

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The main aim of CLIL as an educational approach is to improve students’ foreign language competence whilst simultaneously facilitating their learning of subject matter

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Content and language integrated learning (CLIL) is commonly described as a ‘dual focused educational approach in which an additional language is used for the learning and teaching of both content and language’ (Coyle, Hood, and Marsh 2010, 1).

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CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.

TY - BOOK

T1 - Content and Language Integrated Learning

AU - Coyle, D

AU - Hood, P

AU - Marsh, D

PY - 2010/4/1

Y1 - 2010/4/1

N2 - CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.

AB - CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.

M3 - Book

SN - 0521112982

SN - 978-0521112987

BT - Content and Language Integrated Learning

PB - Cambridge University Press

CY - Cambridge, United Kingdom

ER -

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Content and Language Integrated Learning

# data[].attributes.attachment_link.description
CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL.