Semantic Scholar is a free, AI-powered research tool for scientific literature, based at the Allen Institute for AI. The idea is to teach both the subject and the language, and is captured in the phrase "using language to learn, learning to use language. International Journal of Bilingual Education and Bilingualism , 16(3), 375–388. [Hbk ISBN: 97818476907690760. Therefore, the phrase Content and Language Integrated Learning and its abbreviation CLIL have become synonymous with the broad research into bilingual education (see for example Marsh, D. 1994; Mehisto et al, 2008). Content and Language Integrated Learning (CLIL) is a competence-based teaching approach that is gaining ground in European education systems. Wallace Lambert proposed what became the classic models of viewing bilingualism in schools during the twentieth century. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills. Consider the following examples: • Content and language integrated learning has happened at two curiously distant levels of action: on the level of local grassroots activity on the one hand and on the level of EU policy on the other leaving the intermediate level of national educational policies largely unaccounted for (2008: 139). Multilingual Spaces. Everyday low prices and free delivery on eligible orders. Apartheid language in education policy infused with unequal language proficiency demands for school pupils in the country was replaced in 1997 with a new policy based on non-discriminatory language use and the internationally accepted principle of mother tongue education in the context of a bilingual or multilingual framework. Content and language integrated learning (CLIL) is a term used especially in Europe for forms of bilingual education where an additional language, in most cases English, is used as the language of instruction in nonlanguage school subjects. The field of English language teacher education (ELTE) continues to grow as the number of learners rises across contexts and levels of education (Walsh and Mann, 2020).With this growth, educational systems around the world are under constant pressure to prepare future teachers who can offer context-responsive pedagogies informed by different language learning approaches. Subject teachers may be unwilling to take on the responsibility. However, the need for language teaching reform in the face of Europeanisation may make CLIL a common feature of many European education systems in the future.Where is CLIL happening?CLIL has precedents in immersion programmes (North America) and education through a minority or a national language (Spain, Wales, France), and many variations on education through a 'foreign' language. Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. General aims of bilingual education ‘Strong’ forms of bilingual education, i.e. Language teaching and learning in multilingual classrooms EUROPEAN COMMISSION Directorate-General for Education and Culture Directorate B — Education policy and programme; Innovation, EIT and MSCA Unit B.2 — Schools and educators; multilingualism E-mail: EAC-UNITE-B2@ec.europa.eu European Commission B-1049 Brussels the benefits of overcoming such difficulties for European bilingual University Degrees. Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Therefore, the phrase Content and Language Integrated Learning and its abbreviation CLIL have become synonymous with the broad research into bilingual education (see for example Marsh, D. 1994; Mehisto et al, 2008). The lack of CLIL teacher-training programmes suggests that the majority of teachers working on bilingual programmes may be ill-equipped to do the job adequately. 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