Abstract:
The turn of this century has seen the emergence and exponential growth of Content and Language Integrated Learning (CLIL)—a dual language model involving the delivery of selected subject matter courses in the students’ second or additional language (L2) that represents a response to the multilingual needs and goals of global economies. A question often posed regards the relation between CLIL and content-based instruction (CBI), with some practitioners claiming that CLIL is a unique approach to L2 teaching while others view it as a newer prototype model of CBI. In this talk, the presenter will examine the extent to which CLIL shares features of other forms of CBI and will argue that by definition, it belongs within the CBI paradigm. She will then discuss those features of CLIL that distinguish it from other forms of CBI and will differentiate “hard” and “soft” CLIL, comparing these to their closest CBI counterpart, sheltered content instruction. Ultimately, she will show that the primary differences between CLIL and CBI have to do with the rationale underlying the two approaches, the sociolinguistic profiles of the student populations served, and the differing end goals of the programs.

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