A good CLIL practice among European educational institutions

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Published: Jan 31, 2018
Updated: 2018-01-31
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2018-01-31 (2)
DOI: https://doi.org/10.18844/ijlt.v10i1.3145

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Elena Kovacikova
Faculty of Education, Constantine the Philosopher University, Drazovska 4, 949 01 Nitra, Slovakia
Jana Luprichova
Faculty of Education, Constantine the Philosopher University, Drazovska 4, 949 01 Nitra, Slovakia.

Abstract

Content and language integrated learning (CLIL) has been recognised in the educational platforms in many European countries. It provides a unique chance to combine foreign language competences and knowledge with the content of other subjects such as geography, arts, history, maths and many others. Despite the fact that professional and scientific papers provide a high number of evidence on a positive impact of CLIL lessons, the truth is that the less experienced countries face problems with CLIL implementation at their institutions due to many problems. This paper interprets the findings from the project Erasmus+ comprising primary and secondary schools, and their experience gained within the CLIL implementation in Latvia, Lithuania, Sweden and Italy. It also focuses on interpretations of the data collected through document analyses and observations concerning the CLIL lessons carried out in the above-mentioned European countries.


 


Keywords: CLIL, education, good CLIL practice.


 

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How to Cite
Kovacikova, E., & Luprichova, J. (2018). A good CLIL practice among European educational institutions. International Journal of Learning and Teaching, 10(1), 50–60. https://doi.org/10.18844/ijlt.v10i1.3145
Issue
Vol. 10 No. 1 (2018): January
Section
Articles
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