Exploring the Impact of CLIL on Secondary School EFL Learners: A Performance-Based Approach to Integrated Content and Language Learning
DOI:
https://doi.org/10.69475/RATEI.2025.2.1Keywords:
Content and Language Integrated Learning, Intercultural Competence, Cognition, Learner Engagement, Language ProficiencyAbstract
This study investigates the pedagogical impact of Content and Language Integrated Learning (CLIL) on secondary English as a Foreign Language (EFL) learners in Romania, focusing on learner engagement, cognitive development, content understanding, and intercultural competence. Drawing on the 4Cs Framework, Content, Communication, Cognition, and Culture, this qualitative classroom-based research employs structured observations across seven CLIL lessons delivered in English to 25 students aged 14 - 15. A custom-designed observation instrument was used to assess learner performance across five pedagogical domains using a 3-point rubric. The findings reveal high levels of engagement, particularly in lessons with thematically relevant content such as digital literacy and intercultural awareness. Despite these constraints, the results underscore CLIL’s potential as a transformative instructional model that aligns with 21st-century educational goals. The study concludes with recommendations for systemic investment in teacher training, curriculum integration, and assessment innovation to support sustainable CLIL implementation in Romanian secondary education.
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