Authentic Sources and Approaches for French Teaching in CLIL Contexts

Abstract

This article critically explores the current state of Content and Language Integrated Learning (CLIL), focusing on the integration of French as a Foreign Language (FFL). A key concern is the evolving complexity of CLIL teacher education, especially the need for educators to master subject-specific microlanguages. Successful CLIL depends on the use of authentic materials, appropriate pedagogical strategies, and a strong understanding of the discursive norms within different academic disciplines.

To ground these concepts, the article presents a case study involving university students in visual and performing arts. In this interdisciplinary context, French is taught through a CLIL module combining cinema studies and theatre. The case study highlights how the performing arts can facilitate both language acquisition and deep content learning, encouraging multimodal engagement and intercultural competence.

The findings emphasize the effectiveness of using audiovisual materials, project-based learning, and performance tasks to foster active, meaningful learning experiences. Additionally, the study stresses the importance of preparing future CLIL educators to meet the dual demands of teaching both content and language across varied educational settings.

The analysis is rooted in foundational and recent research, drawing on scholars such as Paolo Balboni, Peeter Mehisto, David Marsh, Do Coyle, and Graziano Serragiotto. It also incorporates contemporary theoretical and empirical insights from Christiane Dalton-Puffer, Ana Llinares, and Yolanda Ruiz de Zarobe, whose work continues to shape the fields of CLIL pedagogy, assessment, and discourse analysis.