Abstract

MUNOZ-LUNA, Rosa. From Drills to CLIL: The Paradigmatic and Methodological Evolution Towards the Integration of Content and Foreign Language. profile [online]. 2014, vol.16, n.1, pp.167-180. ISSN 1657-0790.  https://doi.org/10.15446/profile.v16n1.37843.

Content and language integrated learning has become a common practice in European higher education. In this paper, I aim to describe how this integrated teaching practice comes as a result of a paradigmatic and pedagogical evolution. For this purpose, the main linguistic paradigms will be revisited diachronically, followed by a revision of the main pedagogical trends in teaching English as a second language. This theoretical overview culminates in a predominantly constructivist practice that is more pragmatic and contextualized than ever before. From a language teacher's standpoint and in language university classrooms, content and language integrated learning comes to solve the forever present decontextualization.

Keywords : Content and language integrated learning; constructivism; contextualization; paradigm; pragmatics; English teaching techniques.

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