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CLIL: Content based Instructional Approach to Second Language Pedagogy
Muhammad Afzal Awan1, Muhammad Aslam Sipra2.
The present paper accentuates the need for innovation in pedagogical theory and practice of the
day. It elucidates the linguistic dilemma of the present times and identifies space for bilingualism
and pluriculturalism. To make the readers acquainted with Content and Language Integrated
Learning (CLIL), the authors corroborate the detailed theoretical framework by establishing links
with growing trends of cross continent migration, rising globalisation and expansion of
multicultural and multiethnic contexts in the educational arena. A brief prehistory of CLIL has
also been explored to justify its birth in helping out the linguists and educationists in Europe and
beyond. The paper delineates the theory of Content and Language Integrated Learning (CLIL)
diagrammatically employing content, cognition and communication in a linguistic culture. It
explicates the various nomenclatures, dimensions, functions and the developmental stages of CLIL
pedagogy at the dawn of the new millennium. After exploring the theoretical, functional and
futuristic facets of CLIL, it is concluded that CLIL is an apt, economical and timely framework of
bringing diverse cultures and languages closer to one another and can help build cosmopolitan
identity of learners in the Knowledge Age.
Affiliation:
- King Abdulaziz University, Saudi Arabia
- King Abdulaziz University, Saudi Arabia
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