Content & Language Integrated Learning Research Group

Overview

The research group proposes to research Content and Language Integrated Learning (CLIL) which enables students to learn language(s) in and through other disciplines, e.g. learning a science subject through French/Italian/German/Spanish/ESL.

The CLIL group have adopted a three-pronged strategy where on-going research informs materials development, teaching practice and teacher education.

At present, language learning in Ireland is experiencing some difficulty since there has been a gradual decrease in the number of students interested in language learning. This phenomenon is the object of much public debate at national level where the necessity to re-think the manner in which languages are taught is advocated. In this context, CLIL has been identified as the approach most likely to create immediate relevance for the language learner. This is exemplified by a response from a recent survey conducted among students of Business in WIT, where this approach is used for French and marketing: ‘there are things I’d remember from French class that I would need in a marketing exam’. This student response is typical of the overall survey. Additional  research indicates that low exposure CLIL programmes (e.g. the WIT model) increases learner motivation (CLIL/EMILE – the European dimension Actions, Trends and   Foresight potential, 2002, Jyvaskyla: Finland). Moreover, and within the context of the European Union, CLIL as well as languages in higher education have been identified as a key areas for action (European Commission, November 2005, Framework Strategy for Multilingualism).

In respect of English as a second language (ESL) and as a result of current immigration trends as well as on-going initiatives by third level colleges to recruit international     students, ESL is becoming increasingly relevant at all levels of the education system (Integrate Ireland Report on Activities 2003). At WIT, where international students are already studying through English, using CLIL will consolidate their subject knowledge as well as promote their English language skills. 

The strengths of this approach are associated with the reconsideration of how and when certain types of subject matter and language are taught; in this manner, an inter-disciplinary mindset is established. Individual learning styles are catered for as methods and forms of classroom practice are diversified. In addition, new dynamics between the lecturer and the students are created: learners are the “experts” in the subject and this expertise becomes manifest and tangible in the language class.

Moreover, the successful integration of a language into another subject leads to greater visibility for languages in the institution and encourages language learners to become more effective language users.

This approach forms a component of the MA programme in Second Language Learning and Teaching. In this context, CLIL already forms the basis for further post-graduate investigation at MA and PhD levels.

Finally, the establishment of regional CLIL cluster of interested school teachers at primary and post-primary levels has been established; the CLIL group advises this cluster on best practice in content-based teaching in Ireland and, now,  as part of a European network³ of best practice (CLIL Cascade Network - CCN).

Contact:  Dr. Aine Furlong   Email: afurlong@wit.ie