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Objectives: The text aims to present a comparison of Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), followed by a discussion of CLIL-ised EMI, a new educational phenomenon, regarding its feasibility in content-based bilingual programmes.
Method: The ideas presented in this paper are principally drawn from previous research and literature about CLIL and EMI, as well as from my personal experience with content-based bilingual education programmes.
Results: Although CLIL and EMI differ in nature, CLIL-ised EMI supplements traditional EMI, which has a single objective of content learning, with special attention to students’ needs, particularly their linguistic needs. It may pose challenges to teachers, especially in relation to their language-teaching activities.
Conclusions: CLIL-ised EMI shows considerable feasibility in bilingual education and can overcome the linguistic challenges faced by students in content-based programmes.
Implication for Practice: CLIL-ised EMI teachers are advised to be attentive to students’ linguistic demands and engage in professional collaboration with language specialists to design and provide well-planned language learning activities. Standardisation and quality control of bilingual programmes are also necessary at an institutional level.
Emerging From Content and Language Integrated Learning and English-Medium Instruction, is CLIL-ised EMI the Next Trend of Education?.
Higher Learning Research Communications, 13 (2).