Context

CLIL has emerged as a major innovation for simultaneously improving levels of language learning and reforming educational curricula (Eurydice European Commission 2006 & Windows on CLIL, CLIL Matrix, ECML 2007). It is said to empower not only teachers, but also learners (due to its constructivist methodological principles). Having spread from certain European contexts, it is now influencing decision-making on language learning worldwide. The major drivers are not only the learning outcomes achieved, but also the acute need for educational adaptation in a rapidly changing world, and integrated solutions being examined by teachers, researchers and administrators. Integration of language and content has not yet been adopted through all the countries of the Council of Europe, and in those countries which have started implementation, take-up has often preceded the development of sufficient tools and other forms of evidence-based support.
 
In 2007, it is clear that there are specific needs if CLIL is to be both transferable across countries with similar levels of quality assurance and sustainable. One of these concerns teacher and learner curricula, which is the focus of this application. This emerged during work done on the CLIL matrix project (ECML 2004-2007) as a widely reported key development for enabling teachers and teacher training providers to conduct forms of CLIL-type provision. In 2008-2011 it is proposed that good practice and scientific evidence on CLIL (much previous work in the ECML/Council of Europe has been done under ‘bilingual education’) be consolidated so as to provide these key tools for those countries where educational practices integrating language and content are new or otherwise unfamiliar.
 
The project team members have considerable experience in the development of CLIL within the European Union, and intend to use this in order to work on this multiplier project within the Council of Europe member states.   
 
 

  Search

Bookmark and Share