Disciplinary literacy in CLIL

Abstract

This paper reviews the current state of disciplinary literacy within CLIL (Content and Language Integrated Learning), by synthesizing findings from various studies and reports conducted across different European countries. CLIL has been positively embraced by educators at various educational levels and settings, fostering a dynamic and active research community. The aim of this article is to determine the status and progress of CLIL from linguistic to content research and to observe developments in different countries. The objective is to highlight the relevance and significance of disciplinary literacy in CLIL contexts. The first part of the article describes the general shift in CLIL from a focus on language towards content, based on relevant sources. The second part focuses on the characteristics of disciplinary literacy, while the third part summarizes the state of CLIL in various countries. The contribution of this article lies in understanding the current state of CLIL in our region and identifying what needs to be done to make progress, which we consider a necessity for further research.