Book contents
- The Cambridge Handbook of Multilingual Education
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Multilingual Education
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Prologue
- Acknowledgement
- Part I Introduction
- Part II Content and Language Integrated Learning:
- 9 Enhancing Language Awareness through CLIL
- 10 Reinterpreting CLIL in ‘Monolingual’ Japan
- 11 CLIL-Related Benefits for General EFL Proficiency
- 12 Positioning CLIL in the Polish Context
- 13 Discourse in CLIL
- 14 Preparing Teachers for CLIL
- 15 CLIL
- 16 Looking Back to Move Ahead
- Part III Teaching Academic Subjects through English Medium Instruction
- Part IV Dual Language Learning, Immersion Programmes, and Learner Agency
- Part V Heritage Language Education
- Part VI Minority Language Education
- Part VII A Critical Look at Multilingual Pedagogies
- Index
- References
9 - Enhancing Language Awareness through CLIL
from Part II - Content and Language Integrated Learning:
Published online by Cambridge University Press: 25 December 2025
Edited by
Book contents
- The Cambridge Handbook of Multilingual Education
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Multilingual Education
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Prologue
- Acknowledgement
- Part I Introduction
- Part II Content and Language Integrated Learning:
- 9 Enhancing Language Awareness through CLIL
- 10 Reinterpreting CLIL in ‘Monolingual’ Japan
- 11 CLIL-Related Benefits for General EFL Proficiency
- 12 Positioning CLIL in the Polish Context
- 13 Discourse in CLIL
- 14 Preparing Teachers for CLIL
- 15 CLIL
- 16 Looking Back to Move Ahead
- Part III Teaching Academic Subjects through English Medium Instruction
- Part IV Dual Language Learning, Immersion Programmes, and Learner Agency
- Part V Heritage Language Education
- Part VI Minority Language Education
- Part VII A Critical Look at Multilingual Pedagogies
- Index
- References
Summary
This chapter gives a practical description of a CLIL vector model developed in Finland and Mexico for adolescent language learning students in Mexican public education (2017–2021). The model enabled two simultaneous interlinked learning experiences in which language teachers enable the learning of content through English, and teachers of other subjects enable the learning of English through content. Although the approach can be used for the learning of any additionallanguage, this chapter describes a case study in which the model was applied with the primary objective of raising levels of English language competences of some 1,500 students aged 15–18 years.
Information
- Type
- Chapter
- Information
- The Cambridge Handbook of Multilingual Education , pp. 153 - 170Publisher: Cambridge University PressPrint publication year: 2025
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