CLIL appeared in the field of education in the nineties and has been gaining appeal since then, mainly due to its dual focus, i.e. content and form of a foreign language and the benefits that this may entail. Researchers and practitioners alike have been experimenting with various modes of implementation and the benefits or drawbacks that can emerge and so far results have been promising.
The current project brings together educators from five European schools and researchers from a Greek University Department in an effort to provide the educational community with further research data concerning CLIL implementation across several European countries and different educational contexts. It is an attempt to calibrate its implementation, following a bottom-up approach, and articulate the approaches of practitioners while adhering to current pedagogic theory.
Synchronous and asynchronous modes of communication among partner organizations will be used to explore different teaching techniques and the teaching material produced will be tested and adapted to fit various educational contexts and published in the OER platform that will be set up to this end. The cognitive response of learners will be measured via observation sheets, quizzes and tests, while learners’ emotional responses will be recorded in learning diaries and questionnaires. The project will culminate in the delivery of a MOOC course available for pre- and in-service educators wishing to implement CLIL.