Models of teacher training for CLIL

Abstract

This thesis delves into an expansive study of the Content and Language Integrated Learning (CLIL) model of teaching and its various facets. Case studies, research papers, and individual accounts are compiled and analysed to explain the advantages and methodology behind the CLIL model. The application of CLIL in European educational institutes is particularly focused on. Skillsets that are required from a CLIL educator, their profiles, and the training they have to undergo are explored. Multiple existing programmes and models in Europe are studied to demarcate the differences and highlight the similarities between various CLIL programmes and models. This is then used to find out the on-ground significance and impact of CLIL, and note the practical considerations to keep in mind during the implementation of CLIL programmes. Whether there is a difference in the application of the CLIL model between different European nations is looked into. The influence of cultural, historical, and social factors in education, and in the teaching in the CLIL model is studied to aid this deduction. The thesis attempts to establish the importance of the CLIL model in European education and suggests the methods that can be used for its application within the education system of various European countries.