CLIL in Teaching English. Engaging Young Learners through CLIL

Authors

  • Georgiana Soficu Alexandru cel Bun” Secondary School, Iasi Author

DOI:

https://doi.org/10.69475/

Keywords:

CLIL, methodology, motivation, scaffolding, meaningful learning, engaging CLIL activities

Abstract

 The main  aim of this article is to explore to what extent  the educational approach represented by CLIL (Content language integrated learning) engages students in  language learning and its impact on motivation   in language acquisition. I will also outline how CLIL could be used to attain “authenticity of purpose” (Coyle, Hood and Marsh, 2010) and provide a better vehicle  for authentic language exposure and production  in English as a Foreign Language context. The paper will also provide insights   into CLIL’s methodology  as well as into some  major CLIL practices.

Author Biography

  • Georgiana Soficu, Alexandru cel Bun” Secondary School, Iasi
    Georgiana Soficu, Alexandru cel Bun” Secondary School, Iasi

    Certifications and Publications

    •    Speaker- at the 17th National Rate Conference : “Teaching Literature creatively in advanced English classes”
    •    Cambridge Certificate –Advanced (May 2008)
    •    English Certificate issued by National College ,Iasi
    •    Authorized translation certificate (german –english) issued by Ministry of Justice
    •    Pedagogical module for teachers (german-english)

    Publications: 
    •    Articles: ”The new approach:  CLIL“ (Noua abordare CLIL ) magazine in “Vremea scolii” magazine, 2013, “Teaching English in a digital era -Using ICT to enhance English language acquisition-” (2015) in Proceedings of the 2nd CommScie International Conference, 2015
    •    “Engaging young learners through CLIL”, 2015 

References

Coyle, D. (2007): The CLIL quality challenge. In: Marsh, D. & Wolff, D.,

Coyle, D. Hood, P. & Marsh, D. (2010). Content and language integrated learning.

Cambridge: Cambridge University Press

Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning

(CLIL) Classrooms. Amsterdam/Philadelphia: John Benjamins Publishing Co.

Dörnyei, Z. (2006): Conceptualizing Motivation in Foreign-Language Learning. In:

Language Learning,

European Commission ,(2012). Content and language integrated learning. European

Commission for Languages, Retrieved 09 Jun. 2012 from

http://ec.europa.eu/languages/language-teaching/content-and-language-integratedlearning_

en.htm

Egger,G. (2012) Primary CLIL around Europe: Learning in Two Languages in Primary Education.Tectum Verlag

Lasagabaster, D., & Sierra, J. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal.

Haataja, K. (2007). A definition of CLIL as an umbrella term: A historical perspective. In B. Roza González (Ed.), Good practice in content and language integrated learning (p. 9). BeCLIL: Gijón

Marsh, D./Wolff, D. (2007): Diverse Contexts – Converging Goals. CLIL in Europe.Frankfurt: Peter Lang.

Massler, Ute (2010). Assessment in CLIL Learning. In: Ioannou-Georgiou, Sophie & Pavlou, Pavlos (Eds.). Guidelines for CLIL Implementation in Primary and Pre-primary Education. Cyprus Pedagogical Institute.

Mehisto , Peeter; Marsh , David; Frigols, María Jesús.(2008).Uncovering CLIL : content and language integrated learning in bilingual and multilingual education. Oxford : Macmillan Education.

Meyer, M. & Trautmann, M. (2007). Schülerpartizipation im Englischunterricht. Eine empirische Untersuchung in der gymnasialen Oberstufe. Opladen & Farmington Hills: BarbaraBudrich.

Muñoz, C.( 2008). Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics 29, no. 4.

Navés, T. (2009). Effective Content and Language Integrated Learning (CLIL)

Morton, T. (2010). Using a genre-based approach to integrating content and language in CLIL. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms. Amsterdam: John Benjamins

Nikula, T. (2007). Speaking English in Finnish content-based classrooms. World Englishes, 26(2).

Wolff, D. (2007). CLIL: Bridging the gap between school and working life. In D. Marsh & D. Wolff (Eds.), Diverse contexts – converging goals. CLIL in Europe. Frankfurt: Peter Lang.

Internet sources:

https://edition.englishclub.com/tefl-articles/how-to-teach-shapes-to-young-learners/

http://blocs.xtec.cat/clilpractiques1/files/2008/11/slrcoyle.pdf

http://www.icrj.eu/index.php?vol=12&page=75

Articles:

Dörnyei, Z. (2006): Conceptualizing Motivation in Foreign-Language Learning. In:

Language Learning, 40/1

Pinner ,R.( 2013). Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL Contexts in: Japan Asian EFL Journal Research Articles. Vol. 15 No.4 December

Moore, P. & Lorenzo, F. (2007). Adapting authentic materials for CLIL Classrooms: An empirical study. Vienna English Working Papers, 16(3).

Yassin S., D. Marsh, O. Tek and L. Ying. (2009). Learners’ perceptions towards the teaching of science through English in Malaysia: a quantitative analysis. International CLIL Research, Journal 1, no. 2. CLIL Cascade Network.

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Published

30-07-2025

Issue

Vol. 17 No. 1 (2016): Summer 2016

Section

Articles

License

Copyright (c) 2025 Georgiana Soficu (Author)

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

CLIL in Teaching English. Engaging Young Learners through CLIL. (2025). RATE Issues, 17(1). https://doi.org/10.69475/