Acceso usuarios
Irene Guzmán Alcón, Francisco Lorenzo Bergillos
Multilingual education, mainly through Content and Language Integrated Learning (CLIL), has gained widespread popularity across Europe as a way to combine language development with subject-specific instruction. In fact, CLIL’s ability to enhance content knowledge and language skills has made it a key educational strategy. However, challenges remain crucial for understanding CLIL across contexts, particularly in relation to the integration of disciplinary literacies. This study investigates the integration of disciplinary literacies within CLIL and bilingual education programmes across Europe. A total of fifty-five in-service teachers across Europe participated in the study. Data were collected by means of a questionnaire adapted from McCarty (2012a; 2012b). Findings indicate substantial variability in the implementation of CLIL and bilingual programmes across Europe. In addition, English emerged as the dominant language of instruction, the degree of integration of disciplinary literacies varies significantly between countries and educational contexts. While many teachers are familiar with disciplinary literacies, differences were observed in their application, often due to a lack of training and standardised assessment practices. The study also presents pedagogical implications, such as the need for teacher training, clearer curricular guidelines, and more comprehensive assessment practices to ensure disciplinary literacies are fully integrated into CLIL/bilingual programmes.
