PROFILING EUROPEAN CLIL CLASSROOMS

The Learning Dimension
LEARNTIX
Complement Individual Learning Strategies
Specifically geared to learner-based methodologies that attempt to improve learning
by giving attention to individuals’ needs in terms of social and thinking skills. One
broad issue here relates to the performance of boys and girls in relation to successful
language learning. It has been argued that there is a gender bias in some educational
systems that might actually disadvantage certain groups of boys who too frequently become
alienated within the language learning process. Although this is a controversial issue,
CLIL does provide alternative ways of approaching language learning, and if this reduces
exclusion or otherwise serves mainstream learners then it is clearly advantageous.
KEY CLIL Features
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Evidence for the significance of this focus presently lies with anecdotal comment
from practitioners, but it is likely that research studies will become increasingly
available on this issue
It can be very demanding, if not unrealistic, to try and accommodate individual
learning strategies within a single classroom without using appropriate
methodologies. Implementation of CLIL can offer application of diverse learning
methods that can result in offering opportunities for use of individual styles and strategies
Examples
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Found as low exposure programmes in special education schools for learners with
behavioural disorders
In dual programmes involving language and non-language teaching where selfconfidence
in language learning is a priority issue that is developed through adapting
to individual learning needs
There is no such thing as the right student for CLIL – but there are students who
are ready, able and willing to grasp the opportunity to explore new skills (VocTalk)
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