About the Project
Understanding CLIL and its role in veterinary education
What is CLIL?
Content and Language Integrated Learning (CLIL) is an innovative educational approach that combines the teaching of subject matter with the teaching of a foreign language. Unlike traditional language learning methods, CLIL integrates language learning into content-based instruction, making language acquisition a natural byproduct of learning about a specific subject.
In CLIL, students learn both the subject content (such as veterinary science) and the target language (English) simultaneously. This dual-focused approach has been shown to be highly effective because:
- It provides authentic, meaningful contexts for language use
- It increases motivation by connecting language learning to students' professional interests
- It develops both cognitive and linguistic skills simultaneously
- It prepares students for real-world professional communication
CLIL was first developed in Europe in the 1990s and has since gained recognition worldwide as an effective methodology for bilingual and multilingual education. The approach is based on the principle that language is best learned when it is used as a tool for learning, rather than as an end in itself.
CLIL's Role in Veterinary Education
In the field of veterinary medicine, English proficiency is increasingly essential. Veterinary professionals need to:
- Read and understand international research publications
- Communicate with colleagues from around the world
- Access the latest medical information and protocols
- Participate in international conferences and training
- Use English-language software and equipment manuals
CLIL provides an ideal framework for veterinary education because it allows students to develop their English language skills while learning essential veterinary concepts. This integrated approach ensures that language learning is directly relevant to their future professional practice.
The methodology helps students acquire specialized veterinary terminology naturally, understand complex medical concepts in English, and develop the communication skills necessary for professional practice. By learning veterinary content through English, students become more confident in using the language in real-world professional contexts.
About the Project Author
Zarina Bekniyozova
Zarina Bekniyozova is an experienced educator and researcher specializing in Content and Language Integrated Learning (CLIL) methodology, with a particular focus on veterinary English education.
With a deep understanding of both language pedagogy and veterinary science, Zarina has developed this comprehensive platform to support veterinary students and professionals in their English language learning journey.
Her research interests include:
- CLIL methodology and its application in specialized fields
- Veterinary English language acquisition
- Bilingual education and assessment methods
- Technology-enhanced language learning
This project represents years of research, development, and testing, aimed at creating an effective and accessible resource for veterinary English education through the CLIL approach.
Scientific Foundation
This project is grounded in extensive research and established theoretical frameworks in both language education and CLIL methodology. The following key researchers and their contributions have informed the development of this platform:
Key Researchers and Theories
Do Coyle (2007)
4Cs Framework: Content, Communication, Cognition, and Culture
Coyle's framework emphasizes that effective CLIL requires attention to four dimensions: meaningful content, authentic communication, cognitive engagement, and cultural awareness. This platform incorporates all four dimensions in its design.
David Marsh (2002)
CLIL Definition and Principles:
Marsh defined CLIL as "a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language." His work on CLIL principles has guided the methodological approach of this project.
Wolff (2007)
Cognitive Load Theory in CLIL:
Wolff's research on cognitive processing in CLIL contexts has informed the scaffolding techniques and support materials included in this platform, ensuring that learners are not overwhelmed by the dual challenge of content and language learning.
Lorenzo, Casal, and Moore (2010)
CLIL Assessment Methods:
Their work on bilingual assessment has influenced the evaluation strategies used in this platform, ensuring that both content knowledge and language proficiency are appropriately assessed.
References
- Coyle, D. (2007). Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543-562.
- Marsh, D. (2002). CLIL/EMILE - The European Dimension: Actions, Trends and Foresight Potential. European Commission.
- Wolff, D. (2007). CLIL: Bridging the Gap Between School and Working Life. In D. Marsh & D. Wolff (Eds.), Diverse Contexts - Converging Goals: CLIL in Europe (pp. 15-25). Peter Lang.
- Lorenzo, F., Casal, S., & Moore, P. (2010). The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project. Applied Linguistics, 31(3), 418-442.