IMPLEMENTING CLIL FOR INTERMEDIATE-LEVEL ESL LEARNERS: PRINCIPLES, CHALLENGES, AND PEDAGOGICAL STRATEGIES
Keywords:
teaching, education, Content and Language Integrated Learning (CLIL), methodology, ESL, multi-modal input.Abstract
The research describes Content and Language Integrated Learning (CLIL) as an effective method for intermediate-level ESL learners because it integrates subject knowledge with purposeful language development. It explains that CLIL draws on theories such as the 4Cs Framework, sociocultural learning, and comprehensible input, enabling learners to develop cognitive and academic language skills simultaneously. Although CLIL offers benefits such as improved motivation, vocabulary growth, and communicative competence, the essay notes challenges including cognitive overload, limited teacher training, and the need for strong language scaffolding. It outlines key strategies for effective implementation, such as explicit language objectives, multi-modal input, cooperative learning, scaffolding, and formative assessment. Overall, successful CLIL instruction requires careful planning and balanced support but significantly enhances learners’ academic language proficiency and engagement.
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