Guest editorial

• Autores: María Luisa Pérez Cañado
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 26, Nº. 9, 2023 (Ejemplar dedicado a: CLIL for all? Attention to diversity in bilingual education), págs. 1015-1021
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The European approach to bilingual education – CLIL (Content and Language Integrated Learning) – has been enthusiastically embraced as a potential lever for change and success in language learning. Over the course of the past two decades, it has become a well-established part of education systems across Europe and is now also being increasingly adopted in Latin American and Asian countries as the potential lynchpin to move from monolingual education systems to bilingual ones. It has also been heralded as a way to make bilingual language learning more accessible to all types of learners, as CLIL has been held to afford all students, regardless of social class and economic consideration, the opportunity to learn additional languages in a meaningful way. Many authors thus maintain that CLIL promotes social inclusion and egalitarianism, as the introduction of this approach in mainstream education provides a greater range of students with opportunities for linguistic development which they were previously denied (cf. Marsh Citation2002; Coyle, Hood, and Marsh Citation2010; Pérez Cañado Citation2020).