Integrating Multilingual Practices in Content and Language(s) Integrated Learning: a Survey of Research on Teachers' Perspective

Abstract

The role of Content and Language Integrated Learning (CLIL) in bilingual education has been an object of debate in European countries. On the one hand, it is commonly agreed that CLIL lessons stimulate interest in language through content; on the other, several problems and insecurities about the concrete implementation of this methodology emerge through teachers' surveys and questionnaires. In particular, the most predominant issues concern the difficulties that subject teachers face due to their inadequate language level. This affects both teachers and learners, and becomes a substantial obstacle, especially when dealing with the specialised technical vocabulary of scientific subjects. This paper specifically examines the challenges that CLIL primary and secondary school teachers face in Italy, with a particular focus on their language competence. As well as shedding light on the linguistic difficulties faced by CLIL teachers, this article propounds the integration of translanguaging practices to overcome these challenges. Indeed, by going beyond the existence of limited boundaries among languages, translanguaging allows a higher degree of freedom of expression and self-confidence for both students and teachers. The paper starts contextualising CLIL within the European and Italian framework, examining the most important policy recommendations to better understand the acknowledged importance of this methodology and the role it plays in implementing the principles of plurilingualism and multilingual education. Second, a survey of research, giving voice to CLIL teachers, analyses the most commonly perceived difficulties they face in the teaching process. Third, it suggests the integration of translanguaging into CLIL methodology, overcoming the concept of conventionally defined linguistic boundaries.