Conocimiento, lengua y cosmovisión: reflexiones sobre AICLE y la educación bilingüe

Abstract

Content and Language Integrated Learning (CLIL) represents a revolutionary approach to knowledge in contexts of bilingual education: language is both a vehicle of communication and a tool to access disciplinary knowledge, i.e. the content of the subjects that make up the curriculum. In this article, we explore the concept of CLIL from a historical and critical standpoint, as a timely response to an age characterized by historical acceleration on an unprecedented scale in the history of humankind (except for the Industrial Revolution) and as a new educational approach that allows for a more holistic approach to human knowledge, which is itself a network of closely interrelated concepts, even if curriculum design appears to split it up into seemingly unconnected subjects or disciplines. In addition, we look at the innumerable reasons why it is necessary to learn languages (both modern and classical) in a new century and millennium, in a world whose main richness lies in the linguistic and cultural diversity of human ecology, in knowledge and in creativity.