CLIL AND ITS FORMS IN DIVERSE EDUCATION CONTEXT

Abstract

Content and language integrated learning is approach that has been studied longer than 20 years on mostly Primary and Secondary level of education. Scholars conducted their research from various perspectives to find CLIL impacts on students´ performance at content subjects, at foreign language (that was used as CLIL language) and also on students´ awareness of subject professional vocabulary in mother tongue when the subject was taught via CLIL. The teachers were subjects of studies as well, scholars focus mainly on their linguistic, didactic readiness to establish effective CLIL learning environment, on CLIL teacher competences needed for CLIL application etc. Our contribution aims at presenting our insight about CLIL approach in diverse education context around Europe from practical perspective. It focuses on describing CLIL forms that are applied in the countries (Italy, Latvia, Lithuania and Sweden) that were the project partners in an ERASMUS+ project dealing with exchange of CLIL practice at Primary and Secondary schools. Some ways how to enhance CLIL awareness among teachers in Europe are presented. The project findings indicate that CLIL diversity is the way how this approach/method can be implemented into education to support dual integrated learning at Primary and Secondary schools in Europe and at same time demonstrate how Higher Education Institutions can benefit from CLIL application in Tertiary sector to support their internationalization process