EFFECTIVE IMPLEMENTATION OF THE CLIL METHOD IN TEACHING ENGLISH TO FINE AND APPLIED ARTS STUDENTS: OPPORTUNITIES, CHALLENGES, AND SOLUTIONS
Abstract
This paper presents a comprehensive analysis of the effective implementation of Content and Language Integrated Learning (CLIL) in teaching English to students of Fine and Applied Arts. A literature-based approach was used to investigate how CLIL methodology can be applied in arts education, highlighting practical and pedagogical opportunities, common challenges, and potential solutions. The Introduction outlines the background and significance of CLIL in the context of arts education. The Methods section explains the literature review approach, focusing on recent (2015–2025) scholarly sources. The Results detail key opportunities such as enhanced language proficiency, content knowledge gains, increased student motivation, and enriched higher-order thinking through art-integrated tasks. Challenges identified include insufficient teacher training, language proficiency gaps, scarcity of tailored materials, and the difficulty of balancing content and language objectives. The Discussion offers solutions and best practices, including specialized teacher training, collaborative planning, multimodal instructional design, and scaffolding strategies to support art-specific vocabulary and content. It is concluded that, despite certain challenges, CLIL represents a promising approach for Fine and Applied Arts students to learn English in a meaningful context, preparing them for global academic and professional engagement in the arts. All claims are supported by recent academic literature, and recommendations are provided to inform educators and institutions on implementing CLIL in arts programs effectively.
Keywords
CLIL, pedagogy, foreign language, instruction, content, language skills, arts, creativity, terminology, concepts, teacher, student, challenges, solutions.How to Cite
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