Improving the effectiveness of language learning: CLIL and computer assisted language learning1

4 Policy lessons

Drawing together the findings from the literature review, the ECML resources, the Group’s experiences and the case studies it is possible to see to what extent CLIL and CALL can make a difference to the effectiveness of language learning, what makes them effective when they are used, and what are the lessons for policy makers and the European Commission arising from this assessment.

4.1 CLIL

4.1.1 CLIL makes a difference

CLIL can raise the achievement of students in language competences compared to those who have not participated in CLIL, particularly for those in general education who have started learning a language. This is well demonstrated from studies in a variety of Member States.

CLIL also improves cognitional development, cultural awareness and motivation to learn languages without any significant detriment to content learning in the subjects where it is used. By increasing motivation and possibly attracting more motivated learners, CLIL may also generate better results for learners.

4.1.2 What is needed to make a difference

Continuing professional development which supports whole school approaches to all language teaching and learning is a building block of effective implementation of CLIL. Effective approaches to implementing CLIL are well established and can be developed through CPD. Schools and education authorities providing CPD could benefit from using a framework of competences for CLIL teachers.

It remains a challenge for schools and education authorities to find the resources for this and to motivate teachers to participate although many projects demonstrate teachers’ enthusiasm and willingness to learn. This requires development costs, not recurring costs to put in place.

Expanding CLIL requires teachers with higher levels language competences in the language of instruction (at least B2); this might be a constraint for many countries where language competences are not found among sufficient non-language teachers (or general teachers in primary settings).

Schools need to be permitted to provide CLIL if they do not have such flexibility in their teaching arrangements to meet curricular requirements; they could be encouraged through understanding the benefits and providing support to introduce CLIL. Large schools should be able to introduce CLIL classes for specific teaching groups as an option.

Enabling schools in primary and lower secondary to provide CLIL should create pathways for students making the transition and build on the benefits of increased language competences.

As a consequence it is critical for the implementation of CLIL for policy makers to:

• • Permit schools at all ages and of all types to organize and deliver CLIL tailored to their needs and in a flexible way;

• • Promote the wider benefits of CLIL to school managers and leaders and to the authorities which fund them;

• • Develop supportive national guidelines on CLIL implementation in the curriculum;

• • Provide opportunities for initial teacher training in a content subject while developing language competences and teaching in CLIL environments (including immersion and submersion);

• • Provide or support schools to provide suitable continuing professional development for CLIL teachers and developing whole school approaches to language learning; and

• • Provide or support teachers to develop communities of practice so that they share resources and methods for teaching CLIL effectively.

4.2 CALL

4.2.1 CALL makes a difference

CALL can be effective in developing specific language skills in class though the longer term effects of CALL on the achievement of language competences are not so well researched. CAPT, chat and intelligent tutor systems in particular are found to improve learners’ competences because they enable communication; facilitate access to knowledge, dictionaries and other learning resources, and increase exposure to using a foreign language.

CALL can also improve motivation and confidence as well as supporting specific learning styles.

4.2.2 What is needed to make a difference

Continuing professional development is needed to develop language teachers’ ability to understand and integrate the use of CALL applications in their guided learning.

Expanding CALL on a large scale requires the availability of schools and homes with access to software and systems which could be a constraint in some countries.

As a consequence it is critical for the implementation of CALL...