Coyle's (2007) 4Cs model of content and language integrated learning (CLIL) emphasises the elements of Content, Communication and Cognition, intertwined with attention for local, international and subject-specific Cultures. In the ever-expanding field of research into CLIL and multilingual education, these elements have been explored to varying degrees. As highlighted in a recent review of research into CLIL pedagogical practices (van Kampen et al. 2018), however, the interpretation and implementation of these four elements can be heavily influenced by the model's understated fifth C: Context. In what ways can local contexts on national, regional, institutional or classroom levels influence the principles and practices in CLIL? As researchers, what can we learn about the added value of CLIL on Communication, Content, Cognition and Culture if Contexts are so different? As practitioners, how can we continue to develop in order to best-serve the contexts in which we teach? Or can the context be shaped to accommodate CLIL programmes? And how can the comparison of our diverse contexts in terms of principles and outcomes guide pedagogical recommendations and research agendas? This colloquium will bring together research findings and educational practices from CLIL and bi/multilingual education in different contexts focusing on context-specificity, transfer and generalizability.
Coyle's (2007) 4Cs model of content and language integrated learning (CLIL) emphasises the elements of Content, Communication and Cognition, intertwined with attention for local, international and subject-specific Cultures. In the ever-expanding field of research into CLIL and multilingual education, these elements have been explored to varying degrees. As highlighted in a recent review of research into CLIL pedagogical practices (van Kampen et al. 2018), however, the interpretation and implementation of these four elements can be heavily influenced by the model's understated fifth C: Context. In what ways can local contexts on national, regional, institutional or classroom levels influence the principles and practices in CLIL? As researchers, what can we learn about the added value of CLIL on Communication, Content, Cognition and Culture if Contexts are so different? As practitioners, how can we continue to develop in order to best-serve the contexts in which we teach? Or can the context be shaped to accommodate CLIL programmes? And how can the comparison of our diverse contexts in terms of principles and outcomes guide pedagogical recommendations and research agendas? This colloquium will bring together research findings and educational practices from CLIL and bi/multilingual education in different contexts focusing on context-specificity, transfer and generalizability.
Room 1 AILA 2021 aila2021@gcb.nl
Peeter Mehisto
Zeynep Köylü
Eva Olsson
Benjamin Kremmel
Laurence Mettewie
Rie Adachi
Pablo M Oliva Parera
Neslihan Onder-Ozdemir
Miray Korkmaz
Jianqiu Tian
Xuan LiTechnical Issues?
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