Work

Exploring the curriculum development in content and language integrated learning: A systematic review

Year: 2020

Type: review

Abstract: Content and language integrated learning (CLIL) is a booming innovation pervading many educational settings. The global spread of CLIL is being practiced in classrooms the world over. Nevertheless, there is still a lack of systematic curricula for CLIL, despite its widespread adoption. Furthermore, the majority of teachers are implementing CLIL without the support of suitable published materials or resource banks. To explore and explain the curriculum development in CLIL, 281 studies from 2009 to 2019 were reviewed systematically, focusing on peer-reviewed English-language journals. We identified studies through using 'Content and Language Integrated Learning' and CLIL as the search terms in the ProQuest Research Library and EBSCOhost databases. Selected articles were organized into five inquiry areas and analyzed thematically, inspired by the curriculum development model proposed by Pawlas and Oliva: 1) CLIL philosophy; 2) CLIL goals; 3) CLIL plan; 4) CLIL implementation; and 5) CLIL evaluation. Based on these themes, Boyer's scholarship of integration was introduced to propose a holistic model for CLIL curriculum development.

Source: International Journal of Evaluation and Research in Education (IJERE)

DOI: 10.11591/ijere.v9i4.20705

Authors: Lingli Li, Fuquan Huang, Siyu Chen, Leiqiong Pan, Wenjie Zeng, Xiaoqi Wu

Institutions: Guangdong Polytechnic Normal University, South China Normal University

Language: English

Topic: Second Language Learning and Teaching

Subfield: Literature and Literary Theory

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funders: Ministry of Education of the People's Republic of China, South China Normal University, National Office for Philosophy and Social Sciences