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

Abstract

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.

Keywords

• language learning and teaching
• CLIL
• subject and language teacher perceptions
• curriculum development
• language proficiency
• subject advancement