Towards quality CLIL: successful planning and teaching strategies

Oliver  Meyer

doi:10.58265/pulso.5002

Authors

Oliver Meyer Catholic University of Eichstaett, Germany

DOI:

https://doi.org/10.58265/pulso.5002

Keywords:

CLIL, Planning, Methodology, Criteria, Teaching

Abstract

Content and Language Integrated Learning (C L I L ) is currently gaining considerable momentum and it is being integrated into curricula all across Europe. However, there is still a lack of appropriate teaching materials and a comprehensive and integrative CLIL methodology hasyet to be developed . Legitimate concerns have been raised that practitioners may fail to reach the inherent potential of the CLIL approach unless they embrace the specific CLIL mindset and are provided with the methodological competences needed to bring this innovative approach to life and to ensure quality teaching and learning. This article intends to address this problem by establishing quality criteria for successful and sustainable CLIL teaching and learning and by introducing a exible planning tool that enables teachers to develop innovative materials based on the 4Cs-Framework (Coyle).

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