Abstract
In recent years, Content and Language Integrated Learning (CLIL) has gathered momentum in Taiwan due to attempts by the local and central governments to "bilingualize" education with English as the medium of instruction in non-language courses. In response to this expansion of "bilingualization" in primary, secondary, and higher education, this paper presents the development of CLIL, promoted by scholars in Taiwan who have been assisting in-service teachers to "go bilingual" in compulsory education since 2018, covering: (a) borrowing Coyle et al.’s (2010) 4Cs framework, (b) glocalizing the 4Cs as the ELF-informed 4C 2++ framework, and (c) internationalizing the ELF-informed 4C 2++ framework. The "why" and "what" of each stage of this bilingualization process are hence further described. Achieving a better understanding to the evolution of CLIL in Taiwan might benefit teachers and researchers greatly if they consider applying CLIL for their future bilingual education.
Translated title of the contribution | CLIL在臺灣雙語教育的發展:過去、現在、與未來 |
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Original language | English |
Pages (from-to) | 1-26 |
Number of pages | 26 |
Journal | 課程與教學 = Curriculum & Instruction Quarterly |
Volume | 26 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2023 Jan 1 |