Rationale
Design Principle
Formulate a vision on language learning and teaching, and on leveraging multilingualism
Example
Students are met with a language-rich environment in which all languages are welcome, and where teaching and learning language goes hand in hand with learning subject-specific content in every lesson (CLIL and non-CLIL). Students are given the opportunity to prepare well for the multi)lingual challenges of higher education and society at large.
Checklist
The school…
- Has an understanding of the home languages and educational needs of the student population
- Knows how these characteristics and needs can be translated into the curriculum (CLIL and non-CLIL)
- Has a vision on the teaching and learning of language and (subject) content
- Has a vision on effective multilingual education based on functional multilingual learning
- Has a vision on a language-rich learning environment
Tools for Evaluation
- Toolkit: Herramienta para la autoevaluación de la eficacia de la política educativa del centro bilingüe
- A framework of key success factors for bilingual education (p. 143)
- Guiding Principles for Dual Language Education, p. 142 Sections: Program structure, Curriculum, Family & Community
further reading
- Keith Kelly – Ingredients for successful CLIL | TeachingEnglish | British Council— start at 2:35
- Plurilingualism and pluriculturalism in content-based teaching: A training kit
- Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programme
- Inclusive CLIL Re-imagining CLIL from a global citizenship lens in a (post-)pandemic war-stricken world
- School-level language policies: What are they and (why) do we need them? | BERA
- Language Teaching and Learning in Multilingual classrooms