Content and language integrated learning

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Content and language integrated learning (CLIL) is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. CLIL can take different forms depending on how content and language teaching are integrated and on the respective roles of content and language teachers. CLIL originThe term CLIL was created in 1994 by David Marsh as a methodology similar to but distinct from language immersion and content-based instruction.

Content-based instructionContent-based instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989), designed to provide second-language learners instruction in content and language (hence it is also called content-based language teaching; CBLT). CBI is considered an empowering approach which encourages learners to learn a language by using it as a real means of communication from the first day in class.

Language immersionLanguage immersion, or simply immersion, is a technique used in bilingual language education in which two languages are used for instruction in a variety of topics, including maths, science, or social studies. The languages used for instruction are referred to as the L1 and the L2 for each student, with L1 being the student's native language and L2 being the second language to be acquired through immersion programs and techniques.English-medium educationAn English-medium education system is one that uses English as the primary medium of instruction—particularly where English is not the mother tongue of students. Initially this is associated with the expansion of English from its homeland in England and the lowlands of Scotland and its spread to the rest of Great Britain and Ireland, beginning in the sixteenth century.

European CommissionExecutive branch of the European UnionOverviewEstablished16 January 1958; 68 years ago (1958-01-16)Country27 member states Austria Belgium Bulgaria Croatia Cyprus Czech Republic Denmark Estonia Finland France Germany Greece Hungary Ireland Italy Latvia Lithuania Luxembourg Malta Netherlands Poland Portugal Romania Slovakia Slovenia Spain SwedenPolityEuropean UnionLeaderPresident of the Commission (Ursula von der Leyen since 1 December 2019)Appointed byNominated by the European Council and elected by the European ParliamentMain organCollege of CommissionersMinistries33Agriculture and Rural DevelopmentBudgetClimate ActionCommunicationCommunications Networks, Content and TechnologyCompetitionEconomic and Financial AffairsEducation and CultureEmployment, Social Affairs and InclusionEnergyEnvironmentEuropean Civil Protection and Humanitarian Aid OperationsEurostatFinancial Stability, Financial Services and Capital Markets UnionHealth and Food SafetyHuman Resources and SecurityInformaticsInternal Market, Industry, Entrepreneurship and SMEsInternational Cooperation and DevelopmentInterpretationJoint Research CentreJustice and ConsumersMaritime Affairs and FisheriesMigration and Home AffairsMobility and TransportNeighbourhood and Enlargement NegotiationsRegional and Urban PolicyResearch and InnovationTaxation and Customs UnionTradeTranslationResponsible toEuropean ParliamentHeadquartersBrussels, BelgiumLuxembourg City, LuxembourgWebsitecommission.europa.euThe Berlaymont building in Brussels, seat of the European CommissionThe European Commission (EC) is the executivecabinet of the European Union.

Language educationLanguage education refers to the processes and practices of teaching a second or foreign language. Its study reflects interdisciplinary approaches, usually including some applied linguistics. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies. NeedIncreasing globalization has created a great need for people in the workforce who can communicate in multiple languages.Bilingual educationIn bilingual education, students are taught in two (or more) languages. It is distinct from learning a second language as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model. For example, some models focus on providing education in both languages throughout a student's entire education while others gradually transition to education in only one language.

Second languageA second language (L2) is a language spoken in addition to one's first language (L1). A second language may be a neighbouring language, another language of the speaker's home country, or a foreign language. A speaker's dominant language, which is the language a speaker uses most or is most comfortable with, is not necessarily the speaker's first language.

International EnglishEnglish language as a global means of communication in numerous dialects International English is the concept of using the English language as a global means of communication similar to an international auxiliary language, and often refers to the movement towards an international standard for the language. Related and sometimes synonymous terms include: Global English, World English, Continental English, General English and Common English.

Language acquisitionProcess in which a first language is being acquiredLanguage acquisition is the process by which humans acquire the capacity to perceive and comprehend language. In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use words and sentences to communicate. Language acquisition involves structures, rules, and representation.

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