Implementing Content and Language Integrated Learning (CLIL) in Estonia: Subject and language teacher perspective

Eesti Rakenduslingvistika Ühingu Aastaraamat. 2018;14:41-57 DOI 10.5128/ERYa14.03


Journal Homepage

Journal Title: Eesti Rakenduslingvistika Ühingu Aastaraamat

ISSN: 1736-2563 (Print); 2228-0677 (Online)

Publisher: Eesti Rakenduslingvistika Ühing (Estonian Association for Applied Linguistics)

Society/Institution: Eesti Rakenduslingvistika Ühing

LCC Subject Category: Language and Literature: Philology. Linguistics | Language and Literature: Ural-Altaic languages: Finnic. Baltic-Finnic

Country of publisher: Estonia

Language of fulltext: Estonian, English

Full-text formats available: PDF



Anna Dvorjaninova
Ene Alas


Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 28 weeks


Abstract | Full Text

The article discusses a study exploring teacher concerns related to implementing the Content and Language Integrated Learning (CLIL) approach to subject teaching, using English as the medium of instruction. Responses to a questionnaire study conducted among English and geography teachers reveal a reluctance to apply the approach in their own classrooms. The reason is the widespread belief that the approach benefits the development of language skills rather than subject knowledge advancement, marginalising the latter and thus undermining the overall achievement of curricular goals. Coupled with the English teachers’ admitted lack of subject-specific content knowledge, the subject teachers’ generally low estimate of their English language proficiency renders the prospect of incorporating the approach in the mainstream classrooms quite challenging. The latter is enhanced by the perceived lack of appropriate teaching materials, the temporal concerns related to developing a new course with accompanying materials and insufficient command of the respective methodology.