Content and language integrated learning (CLIL) which originated from curriculum innovations in Finland in the mid 1990s has been adopted in many European countries, mostly in connection with English (Graddol, 2006). Nowadays, there are more than 450 million people with different historical, social and cultural backgrounds living and working in the European Union. In order to create cohesion between Member States and to improve the feeling of being European citizens, both intercultural understanding and communication skills become increasingly important (Tidblom, no date). Hence, CLIL has emerged as a significant curriculum trend in Europe. Language learning becomes more concrete rather than abstract as in traditional language classroom by learning language and subject simultaneously. This essay will explore this topic from diverse perspectives, identify the relevant contributing factors individually and through some examples to explain how to use languages whilst learning.
David Marsh (1994), invented the term CLIL.
CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language.
In CLIL, language means a language other than the mother tongue that a person uses for public communication, especially in higher education, trade, and administration. Meanwhile, content has a lot of qualifies. Curtain and Pesola note that curriculum concepts were taught through the foreign language and appropriate to the grade level of the students (cited in Linares, 2005). Genesee states that content which can include any topic, theme, or non-language issue of interest or importance to the learner need not be academic. Eskey claims that what we teach in any kind of content-based course is not the content itself but some form of the address of that content. In fact, CLIL is not strange for each person,