Most studies on CLIL
concentrate on the many structural difficulties surrounding its implementation.
From a lack of sustainable teacher supply and insufficient pre- or in-service
training, to the difficulties in sourcing teaching materials and overcoming
parental reluctance, the road to CLIL is not straightforward even for the most
committed. This paper wants to take a few steps back and analyze critically
some of the claims which rest on CLIL’s inherent characteristics. It will
specifically focus on the cross-curricular model of CLIL, on which the majority
of research is carried out. By reviewing some of the latest evidence and
considering the interaction between CLIL’s features and contextual factors,
this review will try to provide a clearer picture of CLIL’s potential and its
limitations.
The claims can be
summarized as follows:
a) CLIL leads to a
higher level of attainment in EFL;
b) CLIL improves
motivation in all learners;
c) CLIL benefits
learners of all abilities;
d) CLIL increases
intercultural awareness.
The first claim supposes
that CLIL is to lead to an increased level of linguistic proficiency in several
ways. The best example of this is Coyle’s model [1] of linguistic progression
in 3 strands: language of learning (needed to access basic concepts in a given
context), language for learning (language needed to operate and interact with
the content in a given context), and language through learning (incidental
language that results from active involvement with the task). CLIL claims thus
to make transparent and accessible all language needed for successful
completion of tasks and knowledge acquisition in a way that is not always found
in content subjects.
The growing research
evidence largely supports this claim. The outcomes of most CLIL programs are
unsurprisingly positive, with CLIL students displaying higher levels of
proficiency and higher communicative competence than their non-CLIL peers.
However, the differences are not always substantial. Moreover, researchers
suggest that the profile of CLIL learners is similar to that of their
historical predecessors, Canadian immersion students [2]. CLIL students largely
outperform their non-CLIL peers in listening and reading comprehension, fluency
and range of vocabulary, but less often so in pronunciation, accuracy and
complexity of written and spoken language.
What this evidence
suggests is that the tension between language and content which CLIL
theoretically had resolved still prevails. Although the 4C model was originally created in response to the lack of balance between content and language
observed in some early versions of CLIL, it does not appear to be sufficiently
underpinning practice [49]. It seems that in the CLIL classrooms, which are
legitimately content-led, there is still an insufficient focus on form that can
lead to some errors and thus to a stagnation of progress just like in
traditional EFL models.
The CLIL model, like any
others, has therefore obvious limitations. However, this is something rarely
recognized. The risk is that an overestimation of its potential together with
the current lack of definition of expected linguistic outcomes can lead to an
early and unfair disappointment with results. To resolve the tension between
content and form, two different measures are needed. Firstly, a better
theoretical model for the integration of content and form in CLIL needs to underpin
successful practice. This model could also provide the basis for a better coordination
of CLIL and foreign language lessons, integrating the linguistic dimension of
CLIL and the foreign language lessons in one curriculum.
A useful starting point
to coordinate instruction could be Ellis’ findings that the extent to which
explicit instruction of structures is needed depends on their availability in
unfocused tasks through naturalistic exposure [3]. CLIL lessons, while less
conducive to controlled practice on form, can nonetheless focus on it through
two strategies. They can introduce tasks that encourage learners to become more
aware of form, and crucially, they can engage learners in self-repair on form
more systematically. In this sense, teachers’ prompts (repetition,
clarification requests and feedback) act as an opportunity to elicit form
practice during a meaningful interaction, by forcing learners to move from
semantic to syntactic processing. This is the only way in which CLIL lessons
can enable learners to reconstruct their inter-language efficiently and can
sustain their linguistic growth. From a practical point of view, using joint FL
and CLIL assessment policies for linguistic aspects could be a useful strategy.
A second measure to
better balance content and language would be to establish what linguistic
outcomes are reasonably to be expected of CLIL programs. It has been pointed
out that the specific socio-pragmatic conditions of CLIL classrooms impose
restrictions on all aspects of the communicative competence acquired by CLIL
learners. There is a need in CLIL classrooms to ensure learners have access to
a maximally rich environment, from a communicative point of view, as is possible
within the constraints of an educational institution.
Another approach
increasingly found in recent research is to define the objectives of CLIL from
an instrumental point of view, based on what the learners are most likely to do
with the foreign language. Since in most CLIL, the vehicular language is
English, it has been suggested that the acquisition, manipulation and display
of knowledge is the aim of CLIL. This approach, while undoubtedly pragmatic,
entails however a fairly restricted and uninspiring view of what language
learning is about. The issue of defining linguistic objectives is thus not a
straightforward one, but nonetheless essential if the integration of content
and language is to be achieved and if CLIL is going to survive as a valid
methodology.
Through its integration
of cognition and language, CLIL has undoubtedly the potential to lead to higher
levels of attainment. However, if CLIL is to realize its full potential, it
needs to resolve the tension between content and language that is emerging from
CLIL practice. Both theoretical and practical adjustments are required so that
CLIL can fully contribute to the learners’ balanced and ongoing linguistic
development. This is the only way that CLIL can avoid producing learners whose
productive skills seem “linguistically truncated albeit functionally effective”
[4].
The second claim from the
above list deals with the students’ motivation. CLIL, with its integration of
language and non-language content, can boost motivation by providing a
legitimate and authentic context for language use. In CLIL, the language
becomes the means rather than the end in itself and this leads to a significant
reduction in the amount of anxiety expressed by learners. The content-led
nature of the lessons allows the learners to engage with them at a more
creative and challenging cognitive level and provides opportunities for genuine
interaction with others, oneself and the world over a varied range of contexts.
CLIL proposers also mention the possibility of the so-called “double effect”,
i.e., positive attitudes towards the content subject may transfer to the language
subject [5].
However, in all of these
studies, the CLIL effect shows also some significant limitations. In
Lasagabaster [6], CLIL learners experienced a visible deterioration in their
attitudes towards the foreign language, more so the case than their non-CLIL
peers. What this suggests is that, as one would expect, CLIL, on its own, cannot
solve the motivation problems associated with learning languages. The motivation
to learn the content cannot be taken for granted, but neither is content on its
own the source of all motivation. Motivation is an environmentally sensitive
entity that needs to be created, but also maintained and reviewed. Other
factors are at play, not least the classroom environment and specific
methodology. Hood (in Coyle et al. 2010) had already identified the need to
preserve the learners’ self-esteem in the initial stages of CLIL while they
adjust to the new challenge [5]. The implication for CLIL teachers is the need
to provide plenty of positive feedback.
To summarize, CLIL can
enhance learners’ motivation and overcome the main shortcoming of communicative
language teaching by proving a meaningful context for authentic communication
around relevant and cognitively challenging content. While it responds to
long-establish short-comings in EFL teaching, CLIL has its own limitations. It
must be complemented by good practice into positive feedback and a variety of
teaching styles to support the achievement of all learners. More importantly,
where relevant, it must be coupled with active attempts at counteracting social
perceptions of otherness and language learning. Combined with all these
factors, the potential for CLIL to boost motivation could be a powerful tool.
The next claim’s
proposers state that it not only increases linguistic proficiency, but that it
also enhances content knowledge, cognitive skills and creativity in learners of
all abilities. A substantial body of research proves that CLIL learners suffer
no disadvantage in their levels of achievements in their first language or the
content subjects, and that very often they outperform their non CLIL peers.
This enhanced grasp of content knowledge is explained by two different factors:
the relation between language and content in CLIL lessons and the so called
“double processing”.
The dual focus of CLIL
means that the relationship between language and content has to be totally
transparent. In this sense, CLIL exposes the linguistic issues in subject
content in a way that is often absent in non-language subjects. This makes CLIL
teachers more aware of the linguistic needs of the learners and thus more
effective at ensuring comprehension [7]. However, this approach relies on a
balanced integration of content, language and cognition, which is still not
always the case. A failure to analyze and provide for the linguistic needs of
learners will inevitably fail the weakest because of the intrinsic challenge of
CLIL.
Often CLIL teachers lack
a sufficiently wide repertoire of strategies to put academic content into an
inter-language that is understandable, stretching and sound from a content
perspective. The problem is compounded by the fact that subject teachers
involved in cross-curricular CLIL do not often recognize that their subjects
are a place for language development and practice as much as content
acquisition. Therefore, CLIL’s potential to raise all students’ achievement
will depend on there being sufficient acceptance of the role which language
plays in mediating content. The so called “double processing” refers to how
CLIL learners process speech in a foreign language in order to take in new
information, while at the same time integrating the new knowledge in an
existing corpus. While this provides learners with a motivating challenge, it
also has a number of potentially negative side effects.
Firstly, it means that a
lack of linguistic proficiency may be a serious barrier to understanding and
learning. The problem can be made worse if coupled with insufficient teacher
proficiency or a limited range of teaching strategies to support linguistic
development. A second implication of “double-processing” is that it can lead to
a longer teaching process and a concentration on the basics to the exclusion of
the wider elements of the subject. However, this may not necessarily have a
negative impact. It can lead, in the perception of both teachers and learners,
to a deeper understanding of concepts. Learners benefit from having to engage
more actively with the material to overcome the linguistic barrier and, at the
same time, teachers report avoiding overloading students with unnecessary
information. The result of both strategies is that learners remember more of
the material taught.
CLIL has the potential
to lead to better understanding of content and to raise achievement for all,
but this will only happen if CLIL is put in the context of optimal teaching
practice that provides language development as much as content development.
CLIL can be seen as an entitlement for all, with different outcomes for
different learners, but it must be accepted that even the best delivered CLIL
program because of its intrinsic difficulty may limit the extent to which
learners can overachieve. Competitive pressure in the current educational
markets and a social attitude still skeptic about foreign languages may limit
severely the interest in such programs.
The final claim has
already been mentioned above and states that CLIL is generally linked to the
development of greater intercultural awareness by providing learners with
experiences that would have been impossible in a traditional EFL setting.
Although language and culture are inseparable, language work in itself does not
necessarily lead to the sort of self-awareness and tolerance of difference
linked to intercultural understanding. In CLIL, the key difference is the
provision of a meaningful context and the use of the foreign language as a tool
to explore and construct meaning. An intercultural ethos is thus a defining
feature of the CLIL classroom both a micro-level, through meaningful
interactions in the vehicular language and potentially, at macro level, by
providing students with the linguistic tools and knowledge to extend their interactions
beyond the classroom. The use of new technologies and school partnerships
abroad can make CLIL a catalyst for living intercultural experiences, and
teachers are encouraged to be proactive in order to fulfill CLIL’s potential.
There are potentially
some theoretical and practical limitations to this claim. In the CLIL
cross-curricular model, it is often the case that the learning of a subject is
not culturally located at all, such as in science, mathematics or physical education.
In these contexts, the amount of knowledge developed by the learner can be
limited. It is also interesting to note that not all CLIL models accord the
same central importance to culture and intercultural understanding as Coyle’s 4C model. Whereas her model places culture at the centre of the 4C pyramid, other European models place language and communication at the core and culture as a peripheral element
[8].
The motivation to learn
English is linked less to an interest in the culture, it is associated with and
more to its usefulness as a lingua franca. However, even if the motivation to
learn English is purely instrumental, developing the full range of knowledge
associated with intercultural awareness is still essential, because a lingua
franca is never culturally neutral. CLIL in English, in many ways, has greater
potential to develop intercultural awareness than CLIL in other languages,
because it multiplies exponentially the range of possible opportunities for
contact with a broader range of cultures. It can therefore contribute to
placing learning in a truly multilingual context. It is thus essential not only
that the intercultural ethos is maintained in the classroom, but also that the
cultural elements that underpin English as a language are incorporated in the
process. Failure to do so would result in an impoverished CLIL experience for
learners.
In fact, this is
probably its most solid claim. Its integration of context, language and
cognition creates the perfect environment to encourage reflection and
self-awareness, while allowing learners to re-appropriate the language as a
learning tool in their own context. In this sense, CLIL can allow the learners
to step outside their own experience and develop a perspective consciousness of
cultural processes more effectively than traditional classrooms. With the
growing need for a genuinely global sense of citizenship, this dimension of
CLIL programs is probably its most valuable asset and one that cannot afford to
come second to the more practical aims of enhancing linguistic proficiency.
To summarize all the
above mentioned statements, the CLIL learners can have an imbalanced linguistic
development which favors their receptive rather than productive skills, while
their motivation is still subject to contextual and social influences. The
extra level of difficulty which CLIL entails can leave the weakest learners
very vulnerable if insufficient scaffolding is provided for linguistic development,
and finally, while CLIL’s greatest potential lies in its intercultural
dimension, the role of cultural awareness in CLIL models where English is the vehicular
language is less well established.
If CLIL’s potential is
to be fully implemented, a number of measures are needed. A clearer theoretical
model is required to better underpin the integration of content and language in
CLIL lessons and the relationship between the CLIL language curriculum and the
traditional EFL lessons. In this sense, CLIL could make a crucial contribution
to addressing the long standing tension between content and form in all models
of language teaching. If CLIL is to be accessible to all learners and leave
behind its selective past, it should trigger more integrated and socially inclusive
language policies, with a clearer focus on the role that language plays in
assimilating concepts across subjects. Its motivational potential needs to be
complemented by broader initiatives which counteract social perceptions, and
its intercultural aspect needs to be protected from a utilitarian approach
which sees CLIL as the way purely to achieve greater linguistic proficiency.
Addressing these
limitations is essential for the future of CLIL, not less because there is
currently an unmistakable tone about much of the CLIL literature. It is
presented as a timely and perfect solution to the demands of the global knowledge
society for a multilingual, adaptable workforce, and this has led to a lack of
definition and occasional over-estimation of its expected outcomes. Yet CLIL is
a costly model, in terms of financial and human resources, and its
implementation must be seen to deliver maximum benefits. The risk of
implementing CLIL under the weight of unrealistic expectations and without
specifically addressing its emerging shortcomings is one that we cannot afford
to run. It would lead to CLIL being perceived as a quick fix rather than a
timely solution and to a logical yet regrettable disappointment with a model
that is genuinely promising.
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