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3 - A Rationale for CLIL in Primary Schools
from Part I - The Educational Context for CLIL
- By Philip Hood
Edited by Kim Bower, Sheffield Hallam University, Do Coyle, University of Edinburgh, Russell Cross, University of Melbourne, Gary N. Chambers, University of Leeds
Book:

Curriculum Integrated Language Teaching

Published online:

27 July 2020

Print publication:

09 July 2020, pp 43-60
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Summary

Chapter 3 focuses on the early language learning context and considers why CLIL can be successful with young learners in the context of primary schools (i.e. age 5–11), how and why primary CLIL has developed and been hindered in England and how we might approach planning and implementation. It also considers the pedagogies strand of the book’s research aims. First, a rationale for early language learning given the constraints of low motivation for foreign language learning in English-speaking contexts as outlined in the previous chapter is provided. Second, how this might be addressed through using a CLIL approach that links language learning synchronously to content learning is explored. Some of the pedagogical implications resulting from this are exemplified using adapted authentic materials in French.