The document discusses the development of CLIL (Content and Language Integrated Learning) in Europe from 1990-2012. It summarizes that CLIL provision has become mainstream in almost all European countries and is offered in all schools or some schools. The trajectory of CLIL has been driven by pressures for educational change and now includes a focus on inclusion, cognition, digital literacy, and insights from neuroscience on the benefits of bilingualism. CLIL approaches continue to evolve as an open approach strengthened by research and addressing diverse learner needs.

1. CEP Luisa Revuelta de Córdoba - 15 November 2012 - David Marsh
The Added Value of CLIL in Enhancing
Educational Outcomes

2. Change Agents in Fast Developing Systems & CLIL
Moujaes et al. 2012
Canada, New Zealand, Korea

3. Change Agents in Fast Developing Systems & CLIL
Moujaes et al. 2012
Singapore, Finland,
Australia

4. The Evidence-base is Steadily Growing Globally

5. School Leadership
Page  5

6. Effects from Learning Activities – 0.40
upwards considered Strong
 Self-reported grades 1.44
 Formative Evaluation 0.90
 Classroom Discussion 0.88
 Teacher-student Relationships 0.72
 Concept Mapping 0.60
 Cooperative Learning 0.59
 Visualization 0.55
 John Hattie Visible Learning (2012)
Page  6

7. Dimension 1
Simultaneous Pressure for Change 1990-2012
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8. Examining Existing Educational Practices
Total Immersion Sheltered Instruction Observation Protocol
Partial Immersion Cognitive Academic Language Learning
Double Immersion Cross-curricular Language Teaching
Bilingual Education Content-based Language Teaching
Two-way Immersion Task-based Language Instruction
Dual language Immersion English as medium of Instruction
Foreign language Immersion English for Specific Purposes
Heritage Language Immersion Content-based Instruction
Content and Language Integrated Learning
CLIL

9. Stability over CLIL Definitions 1994 - 2012

10. SECTION II – FOREIGN LANGUAGE PROVISION IN
THE CONTEXT OF CLIL IN PRIMARY AND SECONDARY EDUCATION
K-12 Current Status - Europe 2012 – 2006 (Eurydice)
CONTENT AND LANGUAGE INTEGRATED LEARNING IS PART OF MAINSTREAM
PROVISION IN ALMOST ALL COUNTRIES
In nearly all European countries, certain schools offer a form of education provision according to which
non-language subjects are taught either through two different languages, or through a single language
which is 'foreign' according to the curriculum. This is known as content and language integrated
learning (CLIL – see the Glossary, Statistical Databases and Bibliography section). Only Denmark,
Greece, Iceland and Turkey do not make this kind of provision.
2012
Figure B9: Existence of CLIL provision
2006
in primary and/or general secondary education, 2010/11
CLIL provision in all schools
CLIL provision in some schools
CLIL provision within pilot projects only
No CLIL provision
Source: Eurydice.
Explanatory note
Eurydice 2006 & 2012
CLIL provision in some schools: The practice is not necessarily widespread. For detailed information on CLIL

11. The CLIL Development Trajectory
Summarising Dimension 1
Political integration
Professional inter-linking of
language teaching with other
disciplines
Parent and student
Trajectory expectations
Simultaneous with other
integrative trajectories
influencing education
Impact of competence-
building on curriculum

12. Dimension 2
Mainstreaming and Student Diversity
Special Needs Specific Needs
(often through psycho- (often through
medical paradigm) includes educational paradigm)
single or multiple disabilities, includes migrants
or disorders students, those
hospitalized,
generally longer-term
giftedness
challenges
generally shorter-term
challenges

13. Significance of Scale: Special Needs
Indicative Rates
Around 20%
Page  13
Finland 30% of all students receive special education each year
NNDR 2012

14. Significance of Scale: Special & Specific Needs
Indicative rates
vary considerably
and can be 40%+
UK 55% London primary students not having English as first
language (2010) due to migration, National: 0.5m (MW 2012)

15. Stresses a Triple Focus for Teaching & Learning
The Learner If everyone is percieved as
the same, we don’t find the
need to think about thinking
n
itio
For SEN language experts
gn
cognition and student
Co
engagement is crucial
Individualizing learning paths
means combining cognition,
content & language as in
CLIL

16. Inclusion, Innovation & Integration

17. The CLIL Development Trajectory
Summarising Dimension 2
Inclusion into mainstream
classes, and equity of access
to effective language
learning
Migration and changing composite
of classrooms
Trajectory Recognition & diagnosis
Cognition, thinking skills &
individualized learning paths
Understanding how to overcome learning challenges leads to
culture of individualized learning & implementation of solutions
such as socio-constructivist holistic teaching and learning

18. Dimension 3
CLIL as Holistic Practices & LA
Coyle et al. 2010

19. Challenges, Constraints & Opportunities

20. The CLIL Development Trajectory
Summarising Dimension 3
Enhanced competences in language awareness is
a long-standing goal in quality language education
Increasing access to digital
information requires acute critical
thinking skills
Media-rich lifestyles of
Trajectory young people impact on
L1 and L2
Interactive basis of new digital landscape
strengthening case for socio-constructivist
educational practices
Power of language awareness
to promote learner autonomy

21. Dimension 4
Impact of Languages on Individuals
EC 2009, plus projected

22. New Knowledge Driven by Innovative Research Practices
MBE: To improve the state of knowledge in & dialogue between
education, biology, and the developmental & cognitive sciences
University of University of
Cambridge, Centre for Harvard, Graduate
Neuroscience in School of Education
Education
International Mind, Brain &
Education Society
OECD:CERI

23. Significance of Plasticity for (Languages) Education
‘Weak enough to yield to an influence, but strong enough not to yield all at
once’ William James, The Principles of Psychology (1890)
cerebral architecture is heavily
influenced by experiences such
as when learning at school, or
immersion in a new environment
The brain as adaptive and
malleable and not ‘hard-
wired’
Athanasopoulus et al. 2010

24. Significance of Plasticity on Media Use
8-18 year olds – USA – hours of exposure 1999-2009
2009: Multi-tasking 1999: Multi-tasking
alongside use at alongside use at
29% of time 16% of time.
2004: Multi-tasking
alongside use at
Rideout, Foehr & Roberts 2010
26% of time

25. The CLIL Development Trajectory
Summarising Dimension 4
Ideas emerging from authentic neuroscience with
relevance for education (Howard-Jones 2011 )
Technological advances through fMRIs, PET, OT, and
others have a major impact on understanding
processes of language & thought (Ojima et al. 2010)
Advantages of using two languages on regular basis
Trajectory outweighs disadvantages (Bialystock 2010)
Broad advantages from using two languages on a
regular basis that support learning of other subjects
(EU 2009)
The neurocognitive mechanisms for learning the L1 have
implications for learning an L2 in CLIL-type immersive
environments (Morgan-Short et al. 2012)

26. which is 'foreign' according to the curriculum. This is known as content and language integrated
learning (CLIL – see the Glossary, Statistical Databases and Bibliography section). Only Denmark,
Greece, Iceland CLIL Provision Europe provision. - 2012
Reported and Turkey do not make this kind of - K-12
Figure B9: Existence of CLIL provision
in primary and/or general secondary education, 2010/11
CLIL provision in all schools
CLIL provision in some schools
CLIL provision within pilot projects only
No CLIL provision
Source: Eurydice.
Explanatory note
CLIL provision in some schools: The practice is not necessarily widespread. For detailed information on CLIL
provision in each country, see Annex 2.

27. Student Admission - CLIL Programmes - K-12 - 2012-2006
2006
2012
Eurydice 2006 & 2012

28. Status of Target Languages - K-12 - 2012-2006
2006
2012
Eurydice 2006 & 2012

29. Conclusion – The Development Trajectory
 development has been driven by real-time pressures
 no single blueprint for implementation or export
 requires facing challenges and re-thinking of practices
 strengthened by inter-disciplinary dialogue, breaking ‘silo’ mindsets,
recognition of the potential of diversity, & professional capacity-building
 further strengthened by identified generic features of good practice in
educational transformation, and research on mind & brain
 acts as open-source, different agendas, and differing approaches
 leading to educational experience relevant to language and literacy
 rising significance of language and literacies in education is likely to
drive future development of CLIL