Content and Language Integrated Learning (CLIL) conceptualizes foreign languages ​​as a means to work specific contents of other topics at the same time that students increase their knowledge of a language that is not their mother tongue.

Some AICLE's general guidelines are:

  • Student's background consideration to make possible the relation with their previous knowledge.
  • Comprehensive content selection.
  • Fostering the creative uses of language.
  • Do not penalize the wrong language uses.
  • Use of linguistic and not linguistic methodologies by teachers.
  • Promotion of students' oral abilities.
  • Looking for particular aims considering the context.
  • Theory and practical consideration.
  • Use of complementary resources.
  • Active participation.

In higher education, and specifically in engineering, some of AICLE strategies are: oral presentations, problem-solving, work in teams, bilingual or trilingual glossaries, online audio questionnaire, video calls, virtual forums and other resources such as Multilingual Formulae (http://mformulae.epsem.upc.edu/), Class-Talk (http://www.upc.edu/slt/classtalk/) o el Test of Professional English Communication in Engineering (TOPEC Engineering).

 

Bibliography regarding this methodology

Muñoz-Luna, R. (2013). From Drills to CLIL: The Paradigmatic and Methodological Evolution Towards the Integration of Content and Foreign Language. Profile Issues in Teachers Professional Development, 16(1), 167-180.

Olivares, M., & Pena, C. (2013). How Do We Teach Our CLIL Teachers? A Case Study from Alcalá University. Porta Linguarum, 19, 87-99.

Pavón, V., & Rubio, F. (2009). Teachers' Concerns and Uncertainties about the Introduction of CLIL Programmes. Porta Linguarum, 14, 45-58.

Pena, C., & Porto, M.D. (2008). Teacher Beliefs in a CLIL Education Project. Porta Linguarum, 10, 51-161.

 

Examples of the implementation of this methodology

Aguilar, M., & Muñoz, C. (2014). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18.

Alsina, M., Argelaguet, R., Martínez, I., & Vicente, J. (2012). Teaching materials for learning in English in the field of electronic. International Symposium on Innovation and Quality in Engineering Education, Valladolid, 26-28 d'abril.

Kim, E. G., & Shin, A. (2014). Seeking an Effective Program to Improve Communication Skills of Non-English-Speaking Graduate Engineering Students: The Case of a Korean Engineering School. IEEE transactions on professional communication, 57(1), 41-55.

Orr, T., & Takahashi, A. (2002). Constructing a Corpus of Fundamental Engineering English for Nonnative Speakers. Professional Communication Conference. IPCC 2002. Proceedings. IEEE International, 403-409.

Zeidmane, A., & Cernajeva, S. (2010). Interdisciplinary Approach in Engineering Education. IEEE Global Engineering Education Conference (EDUCON) "Learning Environments and Ecosystems in Engineering Education", Amman, 4-6 d'abril.