Innovation in Language Learning

Edition 16

Accepted Abstracts

Pedagogies for CLIL: A Lesson from the Practice

Maria Elisabetta Porcedda, Liceo "Eleonora d'Arborea" (Italy)


This paper is aimed at clarifying whether CLIL should adopt a specific pedagogy, as often implied in the literature, like the primary social constructivism, or whether both the same literature and practitioners would pave the way for the adoption of CLIL as an open environment for various pedagogies. Indeed, this question seems crucial, because if different pedagogies are known by teachers CLIL would become flexible to the needs of different stakeholders in practice. Moreover, CLIL teacher training should include this broad pedagogical competence, converging with that concerning different linguistic approaches, in order to make teachers aware of their options in relation to the needs of their classroom. An earlier study on the training gaps of CLIL teachers indicated a great need for pedagogical foundations and then specifically for pedagogy and didactics for CLIL. Based on these findings, there was the preparatory training of three groups of teachers from three Italian Licei Linguistici, engaged in critical participatory action research, left free in their pedagogical and linguistic choices for their implementations, alone or through teams, after a blended short training. During their implementations, they varied the pedagogy along with the linguistic approaches to CLIL depending on the attitudes of their students, their own or those of the team involved, confirming the rare voice of practitioners in the literature and calling for this broader possibility, in contrast to the majority of CLIL research which tends to recommend one specific pedagogy or another.

Keywords: CLIL, pedagogies, teacher training.


  • Gimeno, A., Ó Dónaill, C., & Andersen, K. (2014). Supporting content and language integrated learning through technology. In CALL Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, 107–112.
  • Marsh D., Díaz, W., Escárzaga, M. (2019), Enhancing Language Awareness and Competence-building through a Fusion of Phenomenon-based Learning and Content and Language Integration, Journal of e-Learning and Knowledge Society, v.15, n.1, 55-65.
  • Martí, O., & Portolés, L. (2019). Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training. English Language Teaching, 12(2), 17.
  • Morton, T., & Llinares, A. (2017). Content and Language Integrated Learning (CLIL). Type of programme or pedagogical model? In A. Llinares & T. Morton (Eds.), Applied Linguistics Perspectives on CLIL (pp. 1–16). John Benjamins.
  • Muñoz-Luna, R. (2014), 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.
  • Porcedda, M. E. (2020), Educational prospects of Techno-CLIL strategies and implementation in the subject of History for the last triennium of Secondary schools, Universitas Tarraconensis. Revista de Ciències de l'Educació, 3, 79-84.

Back to the list

Reserved area

Media Partners:

Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481
    Copyright © 2023 - All rights reserved

Privacy Policy