Content and Language Integrated Learning (CLIL) has rapidly gained ground in schools within the latest decades. Consequently, interest analysing stakeholders’ perceptions needs increased. This article a twofold aim: (1) to analyse pre-primary teachers’ CLIL knowledge, (2) identify expected benefits, challenges, perceived that implementation may entail for themselves, their students. To do so, 1...

Language learning, as a means to promote intercultural awareness and communication well help citizens prosper professionally, is one of today’s main goals educational systems around the world. In Europe, several guidelines have been published, significant efforts devoted encouraging development quality foreign bilingual language education improve citizens’ communicative skills. Although there w...

The ubiquity of digital technologies for teaching at large is a reality that can be observed diverse educational stages and in numerous fields, including the foreign languages, which field study this research. In view situation, work intended to determine role ICT language follows CLIL method. It was decided conduct systematic review based on PRISMA model adding information obtained from analys...

This study aimed to describe teachers’ perceptions of using CLIL improve students’ communication skills in foreign languages without knowing the material elementary school students are taught. research is motivated by main problem low language ability schools who apply bilingual learning. situation makes it difficult for understand taught teacher education. According Coyle et al. (2010), an app...

Content and Language Integrated Learning (CLIL) in Indonesian Context: an Overview. Objectives: this study aims to give overview of the implementation CLIL context from recent empirical studies. Methods: a systematic literature review was employed, including searching literature, identifying study, coding conducting quality appraisal, doing thematic analysis. Findings: (1) is implemented as fra...