CLIL és kétnyelvűség by Irén Renáta. R Mihók

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The article emphasizes the importance of providing multilingual support in classrooms to enhance learners' access to the curriculum and improve their proficiency in English as an Additional Language (EAL). It advocates for a holistic approach that acknowledges all languages in a learner's repertoire, encouraging practices like codeswitching and translanguaging to facilitate deeper understanding of concepts. Bilingualism not only aids in educational attainment but also strengthens cognitive abilities and fosters a learner’s sense of identity. It highlights the crucial role of bilingual teaching assistants in supporting learners through various strategies, such as pre-teaching concepts in the first language and fostering home-school communication. Ultimately, the article stresses that valuing linguistic diversity enriches the educational experience and leads to better academic outcomes for all students.

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Bartha Csilla írása a tárasadalmi kétnylevűség típusairól és főbb vizsgálati kérdéseiről

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Grabovac Beáta írása az egynelvűség, kétnyelvűség és a rövidtávú memória összefüggéseiről

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Content and Language Integrated Learning (CLIL) combines teaching subjects like physics or geography in a foreign language with learning that language through content-based study. This approach has gained importance due to the increasing need for multilingual communication, especially in Europe, where diverse languages are integral to education. CLIL enhances motivation and engagement by using real-life contexts, allowing students to develop fluency in a foreign language while acquiring subject knowledge over a long-term period. While the methodology presents numerous advantages, including improved cultural awareness and language competence, its implementation faces challenges such as resistance from educators and a lack of training programs. Nonetheless, CLIL is gradually being adopted across Europe, driven by initiatives that aim to integrate language education into various curricula.

Many of our primary and secondary coursebooks support Content and Language Integrated Learning (CLIL).

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CLIL and NyIT

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Successful transitions across educational stage

What is CLIL?

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Sárosdyné-Szabó J., & Kovács Károlyné (Eds.). (1998). Cross-Curriculum for Bilingual English-Hungarian Primary Teacher Training.

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Hungarian Primary Teacher Training. Kereszt-tanterv és Jegyzet az angol-magyar kéttannyelvű

általános iskolákban tanítók képzéséhez. Budapest: Budapesti Tanítóképző Főiskola.

Noé Zs. (2014). Egy gyermek – Két nyelv. One child – Two languages

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A Százszorszép Óvoda II. In Márkus É., & Trentinné-Benkő É. (Eds.), A korai idegen nyelvi fejlesztés elmélete és gyakorlata: Konferenciaelőadások és háttértanulmányok (pp. 152-157). Budapest: ELTE Eötvös Kiadó.

Maljers, A., Marsh, D., & Wolff, D. (Eds.) (2007). Windows on CLIL

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Content and Language Integrated Learning in the European Spotlight. Graz: European Platform for Dutch Education; European Centre for Modern Languages.

Berndt Klewitz: Content and Language Integrated Learning (CLIL) - A Methodology of Bilingual Teaching

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CLIL in Hungarian bilingual schools: Problems and solutions

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Do Coyle, Philip Hood and David Marsh: CLIL: Content and Language Integrated Learning

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Cesar Ochoa-Cueva*, Paola Cabrera-Solano, Luz Castillo-Cuesta: Implementing the CLIL Approach through Online Games in EFL Education, Language Teaching Research Quarterly

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Cambridge Assessment English: TKT: Content and Language Integrated Learning (CLIL)

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Margarida Morgado: CLIL4CHILDREN: Teaching Materials for CLIL Lessons in Maths, Geography and Science for Primary School

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Jeanne Croteau: Bilingual Education: Building a Global Mindset in Students

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Oxford TEFL Teacher Training - Teacher development course - Certificate in Content Language Integrated Learning

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European School Education Platform – CLIL Teacher Training

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Europass Teacher Academy – Languages and CLIL

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