ABSTRACT
Current research emphasizes that adopting a CLIL approach does not necessarily lead to effective learning and increased subject performance. On the contrary, a general lack of awareness of the principles of deeper learning and subsequent limited focus on the development of conceptual understanding—in terms of depth and breadth—as well as linguistic ability to communicate evolving understanding, may restrict learners to surface learning and inhibit the development of transferable knowledge. In this chapter, we will introduce the principles for developing a quality framework for deeper learning in CLIL based on the Pluriliteracies Model for Deeper Learning by the Graz Group and on recent publications focusing on how quality learning can be defined, exercised, and evaluated. The framework will enable practitioners and researchers alike to conceptualize both the mechanics of deeper learning (building knowledge and refining skills and demonstrating understanding) and the drivers (generating and sustaining commitment and achievement). The chapter will demonstrate how the enactment of pedagogic principles at the core of pluriliteracies learning can guide the design of ecologies and trajectories for deeper learning as well as assess the quality of the learning experiences within those spaces.
