Content and language integrated learning

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Content and language integrated learning (CLIL) is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. CLIL can take different forms depending on how content and language teaching are integrated and on the respective roles of content and language teachers. The term CLIL was created in 1994 by David Marsh as a methodology similar to but distinct from language immersion and content-based instruction. The idea of its proponents was to create an "umbrella term" which encompasses different forms of using language as the medium of instruction. CLIL has also been examined critically in relation to educational access and inequality, particularly where opportunities to participate are associated with socioeconomic advantage. CLIL is fundamentally based on methodological principles established by research on language immersion. This kind of approach has been identified as very important by the European Commission because: "It can provide effective opportunities for pupils to use their new language skills now, rather than learn them now for later use. It opens doors on languages for a broader range of learners, nurturing self-confidence in young learners and those who have not responded well to formal language instruction in general education. It provides exposure to the language without requiring extra time in the curriculum, which can be of particular interest in vocational settings." This approach involves learning subjects such as history, geography, managerial skills/concepts or others, through an additional language.