• Nama :Syaiful Azis

• NIM : 204210119
• Class :TBI D

Content and Language Integrated Learning (CLIL) is an effective way to improve

English language skills.

Language learning has become increasingly important in today's globalized world.

English, in particular, has emerged as the lingua franca of international communication,
commerce, and academia. As a result, there is a growing need for effective methods to enhance
English language proficiency.1 Content and Language Integrated Learning (CLIL) has gained
considerable attention as an innovative approach to language education.2 This essay argues that
Content and Language Integrated Learning (CLIL) is an effective way to improve English
language skills due to its immersive and contextualized nature. By integrating language
instruction with subject content, Content and Language Integrated Learning (CLIL) enables
learners to develop both linguistic competence and content knowledge simultaneously, leading
to enhanced language skills.3 There are three main reasons why Content and Language
Integrated Learning (CLIL) is a better choice.

First, Content and Language Integrated Learning (CLIL) can provide High intrinsic
motivation for language learners. High intrinsic motivation is a key advantage of Content and
Language Integrated Learning (CLIL). Research has shown that students engaged in Content
and Language Integrated Learning (CLIL) programs generally enjoy their learning experience
more than those not involved in such programs. They express pleasure and interest in using a
different language as an enjoyable challenge, viewing English language use in the learning
context as intriguing. Students in these studies also reported that it is easier for them to learn
in English and find the subject matter more engaging when presented in the language. They
feel that their understanding improves when they have to make a greater effort to comprehend
and master the language. Some students also mentioned enjoying studying interesting topics in
a different language and feeling more challenged in the Content and Language Integrated
Learning (CLIL) environment. These findings collectively indicate that high intrinsic

1
Parupalli Srinivas Rao, "The Role of English as a Global Language," Research Journal of English
(RJOE) 4, no. 1 (2019), 65-66
2
Syed Sarwar Hussain, "Content and Language Integrated Learning (CLIL) in ELT as a Link between
Language Learning and Content Development," Arab World English Journal (AWEJ) 13, no. 2 (June 2022), 387
3
Anna Savinykh, "Framework for CLIL materials for Russian heritage language learners,"
International Journal of Multilingual Education, no. 17 (2021), 1-34
motivation is a positive outcome of the Content and Language Integrated Learning (CLIL)
experience, motivating students to actively participate and thrive in their learning.4

Second, Content and Language Integrated Learning (CLIL) can develop content
knowledge for language learners. By integrating language learning with content subjects,
learners from various linguistic backgrounds can acquire knowledge and skills in different
fields of study while improving their language proficiency. In Content and Language Integrated
Learning (CLIL) lessons, engaging and relevant content materials are integrated, sparking the
interest and active participation of the learners. For example, Content and Language Integrated
Learning (CLIL) instruction in science may involve hands-on experiments, reading scientific
articles, and presenting findings in the target language. Through these activities, learners not
only deepen their understanding of scientific concepts but also enhance their vocabulary and
language structures related to the specific field of study. Content and Language Integrated
Learning (CLIL) thus benefits language learners by fostering their content knowledge
acquisition alongside their language development, regardless of their specific linguistic
backgrounds.5

Finally, Content and Language Integrated Learning significantly contribute to the

enhancement of students' critical thinking skills. By integrating language and content, Content
and Language Integrated Learning (CLIL) creates a learning environment that encourages
students to analyze, evaluate, and synthesize information from various sources. This helps
students develop critical thinking abilities that are crucial in everyday life and understanding
the complex world. Additionally, Content and Language Integrated Learning (CLIL) allows
students to see the connection between language and content, question assumptions, and solve
problems in authentic contexts. Through discussions and collaborations with classmates,
students are prompted to engage in collective critical thinking and develop skills in
argumentation and defending their opinions. In Content and Language Integrated Learning
(CLIL) instruction, students are also involved in project-based tasks that require critical
thinking, such as analyzing and evaluating information, formulating arguments, and making
evidence-based decisions. Thus, Content and Language Integrated Learning (CLIL) provides
a valuable opportunity for students to enhance their critical thinking skills, enrich their

4
T. Somers and A. Llinares, "Students' motivation for content and language integrated learning and
the role of programme intensity," International Journal of Bilingual Education and Bilingualism 21, no. 8
(2018), 3-4
5
Anna Savinykh, "Framework for CLIL materials for Russian heritage language learners,"
International Journal of Multilingual Education, no. 17 (2021), 1-34
understanding of subject matter, prepare them for the information age, and improve their
problem-solving abilities. 6

While some critics argue that Content and Language Integrated Learning (CLIL) may
lead to a neglect of subject content due to the emphasis on language learning, this concern can
be effectively addressed through proper instructional design and teacher training. Content and
Language Integrated Learning (CLIL) is not meant to replace subject content but rather
enhance it through language integration. Skilled Content and Language Integrated Learning
(CLIL) practitioners ensure that both language and subject objectives are met, striking a
balance between language development and content mastery. Moreover, research has shown
that CLIL students achieve comparable or even better results in subject-specific assessments
compared to traditional subject-only instruction.7

In conclusion, Content and Language Integrated Learning (CLIL) is an effective

approach to improve English language skills. By immersing students in an English-medium
learning environment, integrating language instruction with subject content, and promoting
higher-order thinking skills, CLIL provides a comprehensive and contextualized language
learning experience. Through Content and Language Integrated Learning (CLIL), students can
develop language competence while acquiring content knowledge, resulting in improved
English language skills. As the demand for multilingual individuals continues to grow,
integrating Content and Language Integrated Learning (CLIL) into educational curricula can
play a vital role in preparing students for success in the globalized world.

6
Escobar Urmeneta, C. (2019). An Introduction to Content and Language Integrated Learning (CLIL)
for Teachers and Teacher Educators. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural
Education, 2(1), 7-19.
7
JA Goris, EJPG Denessen, and LTW Verhoeven, "Effects of content and language integrated learning
in Europe: A systematic review of longitudinal experimental studies," European Educational Research Journal
18, no. 6 (2019), 680–695
 BIBLIOGRAPHY

Anna Savinykh, "Framework for CLIL materials for Russian heritage language learners,"
International Journal of Multilingual Education, no. 17 (2021): 1-34, DOI:
10.22333/ijme.2021.18001.
Escobar Urmeneta, C. (2019). An Introduction to Content and Language Integrated Learning
(CLIL) for Teachers and Teacher Educators. CLIL Journal of Innovation and
Research in Plurilingual and Pluricultural Education, 2(1), 7-19. DOI:
https://doi.org/10.5565/rev/clil.21
Goris, JA, Denessen, EJPG, and Verhoeven, LTW. "Effects of content and language integrated
learning in Europe: A systematic review of longitudinal experimental studies."
European Educational Research Journal 18, no. 6 (2019): 675–698. DOI:
10.1177/1474904119872426.
Hussain, Syed Sarwar. "Content and Language Integrated Learning (CLIL) in ELT as a Link
between Language Learning and Content Development." Arab World English Journal
(AWEJ) Volume 13. Number2. June 2022: 386-400. DOI:
https://dx.doi.org/10.24093/awej/vol13no2.26
Rao, Parupalli Srinivas. "The Role of English as a Global Language." Research Journal of
English (RJOE) 4, no. 1 (2019): 65. Accessed May 29, 2023. www.rjoe.org.in.
Somers, T., & Llinares, A. (2018). Students' motivation for content and language integrated
learning and the role of programme intensity. International Journal of Bilingual
Education and Bilingualism, 21(8), 1031-1045. doi:
10.1080/13670050.2018.1517722.