Innovation in Language Learning

Edition 16

Accepted Abstracts

Applying CLIL Model in Overseas Language Immersion

Ying Amatya, Defence Language Institute (United States)


The purpose of launching overseas language immersion based on Culture and Language Integrated Learning (CLIL) model in the Post-basic Chinese Program at Defense Language Institute (DLI) is to provide culturally based foreign language education to military linguist students via a culture-integrated immersive learning environment. The CLIL model engages students in meaningful real-life tasks and enhances students’ proficiency in the target language as well as cultural knowledge about the target-language-spoken regions and countries. A CLIL-model based overseas immersion program has been developed at a host university in Taiwan.  Strategies applied in curriculum design include implementing content-based instruction, designing real-life scenario-based learning tasks, conducting immersion program quality control and creating a post-immersion cultural showcase. Collected data shows that all participating students’ both listening and reading proficiency, measured by a standardized assessment, were enhanced after completing the 4-week long overseas immersion program. A post-immersion cultural research showcase demonstrated the participants’ enhanced knowledge about the current Taiwanese society.  In addition, results of a post-immersion learning-attitude survey revealed all participants’ accelerated learning motivation, confidence and risk-taking tactics. The successful application of CLIL model in the overseas language immersion provided students with a transformative learning experience and has had remarkable impact on the learners. It is recommended that effective pre- and after-immersion pedagogical interventions to be provided to immersion participants to ensure further positive impacts of CLIL-based immersion programs. 

Keywords: CLIL, study abroad, language immersion.

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