Content-Based Language Teaching (CLIL) in Multilingual Classrooms

Content-Based Language Teaching (CLIL) in Multilingual Classrooms

Authors

  • Dr Chandrakant B. Modi

Keywords:

Content-Based Language Teaching, Multilingual

Abstract

This study investigates CLIL's adaptation and implementation in multilingual classrooms, exploring its impact on language and subject knowledge acquisition. Adaptation strategies encompass language proficiency assessment, differentiated instruction, and teacher development. Practical implementation includes pedagogical approaches and materials used, addressing challenges and successes.

The study measures CLIL's impact on language acquisition (listening, speaking, reading, writing) and subject knowledge acquisition (understanding, critical thinking, engagement). Cross-cultural considerations are examined, emphasizing cultural sensitivity, inclusion, and intercultural competence strategies.

This research provides insights for educators and policymakers to optimize CLIL in diverse multilingual settings, fostering holistic learning outcomes.

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References

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Additional Files

Published

10-04-2023

How to Cite

Dr Chandrakant B. Modi. (2023). Content-Based Language Teaching (CLIL) in Multilingual Classrooms. Vidhyayana - An International Multidisciplinary Peer-Reviewed E-Journal - ISSN 2454-8596, 8(5). Retrieved from https://vidhyayanaejournal.org/journal/article/view/1023
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