Posted: September 7th, 2022

Multilinguism

Multilinguism

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Table of Contents
Introduction 3
The Role of Multilinguism in Completing CLIL 3
Importance of CLIL in Higher and Further Education 5
Reasons for Integration of CLIL for Trained Teachers 7
Lifelong Learning 8
Conclusion 9
References 11

Keywords: CLIL, LLL, multilingualism
Multilinguism
Introduction
Content and language integrated learning (CLIL) programs are increasing in many diverse contexts. The CLIL model helps improve foreign language competence without any form of pernicious impact on both first language learners and context learning. The CLIL’s authentic objective is to enhance the spread of multilingualism (Barakos & Selleck, 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). CLIL learners are more exposed to the foreign language since their lessons are delivered together with the regular classes. Multilinguism plays a significant role in creating the development of combined languages mainly because of the intense language contact, which makes the speakers to involve a mixture of the same during their verbal communication (Benito et al., 2020). Multilinguism has played a significant role in helping fill the gaps to complete CLIL that has huge significance in higher education, which means that it should be done by trained educators.
The Role of Multilinguism in Completing CLIL
The adequate development of first language students is one of the primary tenets of CLIL because both the first language and the foreign language need to evolve sufficiently for the programs to be successful. However, gaps exist in advancing CLIL in education, which makes multilingualism as significant aspect in bridging the gaps (Suryani, 2017). Through multilinguism, one gets to use the official language and effectively communicates using the indigenous languages (Anastassiou et al., 2017). In effect, it positions learners in a position where they can synthesis knowledge and express themselves appropriately.
CLIL is presently enjoying a rise in popularity around the world, especially due to its cross-curricular nature. While people acknowledge the structural challenges existing with the implementation of CLIL, there is a minimal discussion concerning its inherent limitation (Barakos & Selleck, 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). In its claims, CLIL is depicted as an approach that results in linguistic proficiency, boosts motivation, suitable for students of all capacities, and causes increased cultural awareness. Despite these claims, there exist certain limitations, especially those emanating from theoretical and methodological weaknesses associated with the CLIL model (Barakos & Selleck, 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Other shortcomings of CLIL are associated with its interaction with contextual elements.
CLIL’s flexibility is underpinned by a theoretical platform widely known as the 4C arrangement. The 4C model refers to a holistic procedure that has integration of content, communication, cognition, and culture. Despite incorporations and progress, most of the studies on CLIL tend to focus on structural challenges encompassed in the implementation of the approach (Benito et al., 2020). From the lack of sustainable educator supply, inadequate pre-or in-service training, challenges in sourcing teaching materials, and addressing parental hesitance, the journey towards achieving CLIL has not always been straightforward, even for the smart ones (Benito et al., 2020). Consequently, multilingualism comes in to fill the gaps.
At a time when multilingualism is being addressed through a sociolinguistic and multicultural discourse, the CLIL is undergoing examination and closely associated with multilingualism. The need for cross-group communication that may emerge when incorporating CLIL is catered for by multilingualism (Salamanca & Montoya, 2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). One of the linguistic impacts of multilingualism is the creation and development of lingua franca that emerges due to the need for cross-group communication. In this case, multilingualism plays a role in the creation and the development of mixed languages mostly because of the intense language contact that CLIL is unable to fully handle. Most importantly, it leads to the creation and general acquisition of cross-cultural communication skills. People are in a position to learn divergent skills of the present languages, mostly through speaking, reading, and writing (Salamanca & Montoya, 2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). By playing these crucial roles, multilingualism fills the gaps in advancing CLIL.
Importance of CLIL in Higher and Further Education
CLIL is very significant in higher and further education in that it helps promote improved performance, especially on the development of reading skills and mastering subject-based content of the target discipline. CLIL guidelines develop an improved attitude towards learning language compared to non-CLIL instructions (Fortanet-Gómez, 2013). With CLIL, considering the perpetual changes marked by technological advancements, learning and teaching have been progressively addressed.
Furthermore, with the rising internalization across higher education, CLIL has emerged as an object of teaching and research. The implementation of CLIL in higher education gives room for the establishment of optimal conditions for naturalistic language study (Fortanet-Gómez, 2013). It also leads to the provision of a concisely described purpose for using a second language. The implementation of CLIL also contributes to the development of a positive impact for second language learning targeting at the meaning instead of form. It also results in an increase in the level of exposure of the target language (Fortanet-Gómez, 2013). In higher education, CLIL provides learners with enhanced linguistic and cognitive skills and contributes to acquiring of field-oriented content knowledge.
CLIL in higher education sufficiently equips students with the skills to compete with other graduates even from other nations, in the global market. In other words, CLIL plays a significant role in enabling students to develop their abilities to work in multilingual academic and professional settings as it aims at essential skills and social development of knowledge. Moreover, CLIL programs have been considered effective in higher and further education since they consider the learners’ diverse learning rhythms, styles, and levels of competence (Suryani, 2017). By encouraging diversified models of teaching and learning, CLIL has been effective in higher education learning. It calls for the transformation of language educator’s roles in the classroom so that teachers are anticipated to assume different and multiple roles and emerge as facilitators of knowledge (Suryani, 2017). In this case, they are required to monitor the students’ learning instead of their source of knowledge.
Moreover, CLIL in higher education is rather heterogeneous. Universities tend to design graduate and postgraduate studies for diverse reasons and utilizing different CLIL models. In essence, they are all knowledgeable about the significance and prestige of internationalization and the additional value that emanates from plurilingual competence (Suryani, 2017). It has also been determined that reflection, consent, and gradual development of CLIL in higher education is challenging. However, at the same time, it is potentially encouraging opportunities for learners and teachers of the contemporary world since it implies creativity and innovation in education. To properly understand the importance of CLIL in higher education, certain aspects are revealed, including the reasons associated with teaching and learning, intercultural aspects, institutional facets, and professional reasons. CLIL also encourages cooperation among universities and open working possibilities for graduates. It also supports the perception that certain international aspects ought to be taught through the international language (Suryani, 2017). Hence, CLIL is associated with many benefits in higher education, which translates to mean that it should be encouraged.
Reasons for Integration of CLIL for Trained Teachers
Moreover, there is a need to include CLIL for the trained teachers in that it enables them to exploit the chances for language learning. CLIL draws on the lexical approach, thus encouraging the learners to understand language while reading (Julián-de-Vega & Fonseca-Mora, 2017). Through such an approach, a Latin word like “Cyt” can be understood to mean cell, which means that learners can get to give examples such as cytoplasm as the fluid inside a cell. Another word is “aqua”, which means water or something aqueous. Hence, ,multilingualism plays a significant role in understanding these different languages.
For teachers, CLIL plays certain important roles, especially in improving motivation and increasing participation. It acts as an opportunity for them to engage in professional development. Moreover, CLIL enables teachers to improve their oral and written communication skills just like the students (Benito et al., 2020). The integration of CLIL in trained teacher practices plays a significant role in the promotion of teacher mobility and enhances international collaboration. CLIL also encourages diversity in learning and teaching approaches. Trained teachers are also provided with the opportunity to promote future academic research and professional connections in their journey of career development.
Additionally, it should be noted that by challenging the brains and being able to strengthen cognitive skills in teachers, the approach can deliver plasticity and help improve brain function. In tactical terms, this is what is known as the “use it or lose it” phenomenon. In this case, CLIL can be complex, which means that flexible practices that make use of several cognitive capabilities help improve cognitive learning and integration of knowledge among adults, which would mean that teachers are not left behind in the process (Benito et al., 2020). Therefore, they gain the capability to have executive control and processing speed. Similar to the benefits that CLIL has on students, teachers can enjoy heightened accessibility to the academic realm and to the knowledge of various subjects. Such benefits are the reasons that CLIL ought to be integrated as a part of trained teachers’ practice.
The other reason for integrating CLIL for trained teachers is that the conversion from regular classrooms to CLIL ones can be complex and a longitudinal process, which would mean that prior knowledge by the educators would be an effective move. Previous studies have indicated that implementation of CLIL successfully begins with the teachers (Julián-de-Vega & Fonseca-Mora, 2017). Moreover, CLIL classrooms require competent educators that can communicate using more than one language. Also, CLIL teachers need to have the knowledge of the way to teach content through an extra language. It has been argued in the literature that the implementation of CLIL in the classroom context does not merely mean that educators alter the language of instructions since they are required to change the way that they teach students (Julián-de-Vega & Fonseca-Mora, 2017). Beginning with the teachers, the CLIL approach has an implication that content teachers ought to be linguistically and culturally competent. Educators are required to encourage students to have cultural awareness and participate in social programs through instructional language. Therefore, such teachers require guidance and support to be in a position to teach CLIL.
Lifelong Learning
Lifelong learning (LLL) is self-motivated education that is targeted at individual development. While there is no standardized description of lifelong learning, it has openly been perceived to depict learning that happens away from the official educational institute, such as the school, university or corporate centers. The most distinct issue about this kind of learning is that it does not have to limit itself to the informal learning (Anastassiou et al., 2017). It is described as something voluntary with the aim of attaining individual satisfaction. LLL tends to acknowledge that not all people’s learning emanates from the classroom. Most individuals will seem to learn something new at some juncture in their daily living just by communicating with other people, checking on the Internet, and engaging in their personal interests (Anastassiou et al., 2017). In this regard, CLIL plays a significant role in making sure that all these are achieved and that both students and teachers get their personal fulfillment. As a part of linguistics, LLL is a crucial part of learning since it makes integration of new technologies.
Conclusion
In general, multilingualism has played a significant role in filling the gap to completing CLIL. CLIL has been known to improve foreign language competence among learners. In the same way, it should be integrated into trained teachers’ education. Multilinguism has accrued a lot of benefits in learning language across different contexts, including biology, among others. From such understanding of the content of multilinguism and CLIL, it is only wise for the future studies on the latter to pay attention to the effective concept of teacher professional learning. Trained teachers also need to be given a chance to not only use CLIL in their classroom practices, but also learn the same to be able to incorporate its highlights appropriately. In the present day, CLIL has been enjoying a huge rise in popularity around the world due to its ability to encompass cross-cultural aspects. Despite the fact that the structural challenges in the implementation of CLIL are mostly identified, there has only been little exploration of its inherent restraints. The claims of the benefits accruing from CLIL, including boosting motivation and resulting in higher linguistic proficiency, can be challenged. Such gaps have been positively filled by multilinguism in an attempt to achieve CLIL.

References
Anastassiou, F., Andreou, G., & Liakou, M. (2017). Third language learning, trilingualism and multilingualism: a review. European Journal of English Language, Linguistic and Literature, 4(1), 61-73.
Barakos, E., & Selleck, C. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Elite multilingualism: Discourses, practices, and debates. Journal of Multilingual and Multicultural Development, 40(5), 361-374.
Benito, R. M., Zapatero, M. R., Naranjo, L. P., & García, C. M. (2020). Effect of the implementation of CLIL and KNOWMAD competences on students’ motivation in higher education. Journal of English Studies, 18, 181-204.
Fortanet-Gómez, I. (2013). CLIL in higher education: Towards a multilingual language policy (Vol. 92). Multilingual Matters.
Julián-de-Vega, C., & Fonseca-Mora, M. C. (2017). Language policy and teacher team coordination practices in secondary CLIL schools. European Journal of Language Policy, 9(2), 183-203.
Salamanca, C., & Montoya, S. I. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). Using CLIL Approach to Improve English Language in a Colombian Higher Educational Institution. English Language Teaching, 11(11), 19-30.
Suryani, F. B. (2017). Perceptions of the non-English department lecturers towards CLIL in higher education. JALL (Journal of Applied Linguistics and Literacy), 1(2), 52-61.

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