<abstract xmlns="http://www.w3.org/1999/xhtml"><p>CLIL has attracted the attention of LSP teachers worldwide and generated much literature. As a teaching and learning tool, it is frequently referred to in pedagogy, but a lot less in the epistemology of didactics. The present contribution aims to show how CLIL is an interface between conceptual research and practical implementation but that it cannot serve as a conceptual tool in the shaping of didactics as a field of research. Instead, concepts should be understood as context-dependent; they also vary with the subject matter to which language is connected (English for law differs from English for science) and therefore need the contribution of human sciences to emerge in their own rights.</p></abstract>

CLIL has attracted the attention of LSP teachers worldwide and generated much literature. As a teaching and learning tool, it is frequently referred to in pedagogy, but a lot less in the epistemology of didactics. The present contribution aims to show how CLIL is an interface between conceptual research and practical implementation but that it cannot serve as a conceptual tool in the shaping of didactics as a field of research. Instead, concepts should be understood as context-dependent; they also vary with the subject matter to which language is connected (English for law differs from English for science) and therefore need the contribution of human sciences to emerge in their own rights.

Prolegomena to the epistemology of languages for non-specialists: the example of CLIL

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

CLIL has attracted the attention of LSP teachers worldwide and generated much literature. As a teaching and learning tool, it is frequently referred to in...

Prolegomena to the epistemology of languages for non-specialists: the example of CLIL

Publié en ligne: 08 juin 2015

Pages: 69 - 77

DOI: https://doi.org/10.1515/jolace-2015-0006

Mots clés
LSP, CLIL, concepts, epistemology, interdisciplinarity

© Claire Chaplier et al.

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Prolegomena to the epistemology of languages for non-specialists: the example of CLIL

Publié en ligne: 08 juin 2015

Pages: 69 - 77

DOI: https://doi.org/10.1515/jolace-2015-0006

Mots clésLSP, CLIL, concepts, epistemology, interdisciplinarity

© Claire Chaplier et al.

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
LSP, CLIL, concepts, epistemology, interdisciplinarity