The author provides a critical case which sets out clearly the classroom challenges of integrating language learning and content learning to ensure that both are learned effectively. He suggests that a task-based approach to content and language integrated learning (CLIL) may enable teachers to overcome the complexities of learning language and content at the same time. Whilst other studies may provide alternative arguments, this article provides an analysis which clearly identifies problems.
TThis paper looks into the Content and Language-Integrated Learning (CLIL) approachas one gaining new ground for L2 teaching in compulsory education. It briefly discusses its operationalisation in a seemingly monolingual region – Andalusia, southern Spain – where content-based instruction, drawing on European recommendations, hasbeen adopted in primary and secondary education for L2 teaching. This leads to an examination of the challenges faced in putting together an official integrated con-tent and language curriculum in such a context, and reviews the dangers of contentand language integration, particularly the potential for complications in one of itscomponents – namely the linguistic side of the curriculum. The article includes clear guidelines on how to identify, make salient and work through linguistic items of the L2 based on task-based principles. Such a framework, split into three different stages,allows for academic language exploration, identification of primary and secondary linguistic items and selected language practice
Lorenzo, F. (2008). An analytical framework of language integration in L2 content-based courses: The European dimension. Language and Education, 21(6), 502-514. .