ABSTRACT

This chapter provides an overview of content and language integrated learning (CLIL) which aims to enable readers to assess for themselves its relevance to the field of English Language Teaching (ELT). The what of CLIL takes in its origins and history and defines its key characteristics in relation to similar approaches, such as immersion, content-based instruction (CBI) and English-medium instruction (EMI); CLIL is used as an umbrella term to identify a variety of pedagogical approaches to integrating content and language rather than a label for identifying particular programmes or a single approach. The why of CLIL covers a range of current theoretical issues and debates. The balance between language and content outcomes in CLIL research; methodological issues in CLIL research and the dangers of elitism; and multilingual approaches to CLIL. The chapter concludes with implications and challenges for ELT raised by the issues and debates surrounding CLIL.