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L'EMILE/CLIL à l'Université : le doute est-il encore permis ?

Abstract : This article is addressed to those who doubt the benefits of CLIL for SLA in higher education. After cataloguing the factors that put language teaching under pressure to adopt methods which make it “competitive”, this paper stresses the importance of living up to what language learners expect from SLA didactics: equipping them with the linguistic and communicative tools that allow them to be “operational” for their post-university careers. After that it looks at the positive “multiplier effects” entailed by its adoption, focusing in particular on how it facilitates the development of “Higher Order Thinking Skills”. Also considered are the negative consequences entailed by not using CLIL, for example how this makes our language teaching services far less “attractive” than those offered by Education Service Providers in the private sector. The paper concludes by rebutting the main arguments posed to the adoption of CLIL, for example the idea that it is the didactic corollary of an ultraliberal ideology and the assumption that it neglects the critically important sociocultural dimension of SLA.
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Submitted on : Thursday, May 28, 2020 - 6:55:27 PM
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  • HAL Id : hal-02640918, version 1



Fionn Bennett. L'EMILE/CLIL à l'Université : le doute est-il encore permis ?. Bennett, Fionn; Meulleman, Machteld. Regards croisés sur EMILE/CLIL et l'Intercompréhension intégrée, Reims : Épure, Éditions et presses universitaires de Reims, pp.11-30, 2017, Intercompréhension européenne (ICE), 978-2-37496-034-0. ⟨hal-02640918⟩



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