CLIL: an approach to improve English language teaching/learning

Abstract

Globalisation is a modern word currently used to depict a contemporary world organisation. In addition, this concept means that world’s frontiers are blurred; hence, there are not many diferences among countries in their economic planning, for example. Especially, it is noticed in Europe where physical borders disappeared within the Schengen Area. Old rules do not work now. For instance, some decades ago each country had their own economic, political and educational systems. It has been changed recently. On top of that, the European Union seeks new ways to connect all the Community countries and their citizens in order to build a strong Europe. As a result, language policies have been transformed during these last decades with the aim to involve people in the decision-making process. Hence, new linguistic methodologies and approaches have been needed in order to improve foreign language teaching and learning. Therefore, the CLIL approach appears as a solution to the problem. Being a content-driven approach it fosters students to learn foreign languages through a proposed content not forgetting about linguistic aspects. Thus, it purports to enhance learners’ perspective to be proficient in at least two foreign languages in order to aspire to get better jobs in a world labour market. Socially competent citizens are urged in Europe and in an entire world. The CLIL tends to prepare them through an implementation of diverse techniques in the classrooms: project work in groups, collaboration in class activities, peer-assessment, etc. Finally, the CLIL is one more linguistic approach which does not ignore other linguistic achievements but it promotes teachers’ personal contribution to the successful CLIL’ s implementation based on their previous experience.