Language Acquisition and Language Integrated Learning
Comparison on Chinese CLIL with European CLIL
Abstract: Content and Language Integrated Learning (CLIL), regarded as an “umbrella” term to dual-focused education where content is learnt through an additional language, is widely implemented in Europe. This paper mainly focuses on the theoretical bases of CLIL implementation, its implementation in Chinese context and its shortages compared with Europe. The whole essay includes three parts: the introduction, the body and the conclusion. The first part is an introduction, in which the background and research purposes will be demonstrated. The body is divided into three sections. Section one gives a detailed introduction of CLIL, including concepts, characteristics and theoretical bases. Section two is a comparison on diversity of CLIL research and practice between Europe and China. Section three is an exploratory study on discussing CLIL in Chinese context. The last part includes a brief summary and suggestions for further study. Overall, through the study of Chinese CLIL, the author attempts to discover the shortage of current Chinese CLIL implementation and search for improvement of it. Key Words: CLIL; theoretical basis; Europe; China; improvement
Contents
Abstract. 1
1 Introduction…………………………………………………………………………3 1.1 Background of the study ……………………………………………………3 1.2 Purpose and significance of the study……………………………………4
2 Content and language integrated learning (CLIL) ……………………………4 2.1 What is Content and language integrated learning? ...………………………….5 2.2 Characteristics of CLIL……………………………..………………………5 2.3 Theoretical basis of CLIL……………………………………………….…...7
3 CLIL in Europe and its comparison with CLIL in Mainland China…………10 3.1 Practice of CLIL in Europe…………………………………………………10 3.2 Research findings from CLIL practice in Europe…………………………13 3.3 Overview of CLIL practice in Mainland China compared with Europe...…17 3.4 Overview of CLIL research in
Abstract: Content and Language Integrated Learning (CLIL), regarded as an “umbrella” term to dual-focused education where content is learnt through an additional language, is widely implemented in Europe. This paper mainly focuses on the theoretical bases of CLIL implementation, its implementation in Chinese context and its shortages compared with Europe. The whole essay includes three parts: the introduction, the body and the conclusion. The first part is an introduction, in which the background and research purposes will be demonstrated. The body is divided into three sections. Section one gives a detailed introduction of CLIL, including concepts, characteristics and theoretical bases. Section two is a comparison on diversity of CLIL research and practice between Europe and China. Section three is an exploratory study on discussing CLIL in Chinese context. The last part includes a brief summary and suggestions for further study. Overall, through the study of Chinese CLIL, the author attempts to discover the shortage of current Chinese CLIL implementation and search for improvement of it. Key Words: CLIL; theoretical basis; Europe; China; improvement
Contents
Abstract. 1
1 Introduction…………………………………………………………………………3 1.1 Background of the study ……………………………………………………3 1.2 Purpose and significance of the study……………………………………4
2 Content and language integrated learning (CLIL) ……………………………4 2.1 What is Content and language integrated learning? ...………………………….5 2.2 Characteristics of CLIL……………………………..………………………5 2.3 Theoretical basis of CLIL……………………………………………….…...7
3 CLIL in Europe and its comparison with CLIL in Mainland China…………10 3.1 Practice of CLIL in Europe…………………………………………………10 3.2 Research findings from CLIL practice in Europe…………………………13 3.3 Overview of CLIL practice in Mainland China compared with Europe...…17 3.4 Overview of CLIL research in
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