Elements of content and language integrated learning in the British history and culture course for English Philology students

Abstract

Among many approaches to foreign language teaching, CLIL (Content and Language Integrated Learning) seems to be universal enough to comply with the European Higher Education Area objectives that specify the expected learning outcomes for a given qualification, including knowledge, skills and attitudes (http://www.ehea.info/article-details.aspx?ArticleId=65). An important document, namely The European Framework for CLIL Teacher Education, as explained by Marsh et al. (2010: 6-11), defines major principles to be followed by professional teachers implementing curricula designed for teaching selected content subjects and an additional language in an integrated manner. Such curricula also aim to develop several interdependent key competences that describe the basics of lifelong learning. The key competences include: communication in the mother tongue and foreign language(s), digital competence, learning to learn, social and civic competences, and cultural awareness and expression.