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Article published In: 10th Anniversary Celebration
Edited by Pádraig Ó Duibhir and Laurent Cammarata
[Journal of Immersion and Content-Based Language Education 10:2] 2022
► pp. 182–206

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CLIL in the 21st Century

Retrospective and prospective challenges and opportunities

ORCiD logo with link | University of Vienna
 | University of Vienna
 | Universidad Autónoma de Madrid
Published online: 24 June 2022
DOI logo with link
https://doi.org/10.1075/jicb.21021.dal
Abstract
This article traces the historical phases in the conceptualisation of and research on Content-and-language-Integrated Learning in Europe since the 1990s. Following upon early programmatic statements, the first wave of CLIL research concentrated on language learning outcomes. In a second wave, the focus was on descriptions of practice and studies of participant perspectives. More recently, studies have focused on the unique character of CLIL as an educational approach in its own right, not simply as a context of foreign language teaching. The crucial content-language interface is being addressed in research focusing on language and literacy in content curricula and classroom practices. A new CLIL research focus is the development of pedagogical practice through theory-based interventions. In line with the UN sustainable development goal of Quality Education, we identify equity and team work as future challenges and argue that CLIL could be a catalyst for a more collaborative and multidisciplinary approach in education.
Article outline
  • 1.Preface
  • 2.The multiple faces of CLIL
    • 2.1Complex and varied ecologies
    • 2.2The need for conceptual clarity
  • 3.In retrospect: CLIL as context and approach
  • 4.In prospect: Challenges and opportunities for the future
    • 4.1CLIL as a catalyst for interdisciplinary and collaborative research and pedagogy
    • 4.2Aligning CLIL with the 2030 Agenda for sustainable development in Europe and the world
      • 4.2.1In line with SDG targets 4.6. “Universal literacy and numeracy” and 4.7. “Education for sustainable development and global citizenship”
      • 4.2.2In line with SDG target 4.4. “Enhancing the acquisition of relevant skills for financial success”
      • 4.2.3In line with SDG target 4.5. “Eliminate all discrimination in education”
  • 5.Concluding remarks
  • Notes
  • References
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2024. Cognitive processes and strategies of bilingual students when attempting assessments in an L2. Journal of Immersion and Content-Based Language Education 12:2 ► pp. 135 ff. DOI logo
Barcena-Toyos, Patricia
2023. Mentoring Bilingual Teachers in Content and Language-Integrated Learning Programs Through the SIOP. In Mentoring and Reflective Teachers in ESOL and Bilingual Education [Advances in Higher Education and Professional Development, ], ► pp. 25 ff. DOI logo
Liu, Jiajia Eve, Yuen Yi Lo & Jieting Jerry Xin
2023. CLIL teacher assessment literacy: A scoping review. Teaching and Teacher Education 129 ► pp. 104150 ff. DOI logo
Llinares, Ana & Nashwa Nashaat-Sobhy
2023. CLIL Students’ Academic Language Performance on a Non-curricular Topic: a Comparison Between High-Exposure and Low-Exposure Groups. English Teaching & Learning 47:3 ► pp. 337 ff. DOI logo
Nikula, Tarja
2023. School‐Relevant Language As a Meaning‐Making Activity – A CLIL Perspective: A Commentary on “Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education”. Language Learning 73:S2 ► pp. 243 ff. DOI logo
Otto, Ana & María Elena Serrano-Moya
2023. Addressing Pedagogical and Linguistic Challenges in CLIL Assessment. In Global Perspectives on Effective Assessment in English Language Teaching [Advances in Educational Technologies and Instructional Design, ], ► pp. 184 ff. DOI logo
Pun, Jack & Neslihan Onder-Ozdemir
2023. Exploring Students’ Perceptions in Sustainable Disciplinary Language Learning in an English-Medium Instruction University: A Case Study of Hong Kong Veterinary Medical Students. Sustainability 15:2 ► pp. 1279 ff. DOI logo
Evnitskaya, Natalia & Ana Llinares
2022. (In)equity in CLIL programs?. AILA Review 35:2 ► pp. 227 ff. DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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