Abstract: In the last twenty years, there have been significant changes in education aimed at the implementation of the interdisciplinary approach in education. The advantages and challenges associated with this approach have been the subject of numerous publications. The present theoretical study defines the essential characteristics of CLIL and of environmental education in the context of interdisciplinarity. Basic normative documents in the field of education at European and national level are considered, as well as the school curricula in the field of natural sciences and the study of English as a foreign language in primary school. Finally, some basic conclusions and generalisations are arrived at, reflecting the potential for application of the interdisciplinary approach for building knowledge, skills and competences necessary for life in contemporary society.
Keywords: interdisciplinarity, CLIL, environmental education, primary school
ЛИТЕРАТУРА
Иванов, И. (2010). Интеркултурно образование за устойчиво развитие. Иновации в образованието. Шумен: Фабер, 42 – 57.
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Applebee, A. N., Adler, M. and Flihan, S. (2007). Interdisciplinary Curricula in Middle and High School Classrooms: Case Studies of Approaches to Curriculum and Instruction. American Educational Research Journal, 44 (4), 1002-1039.
Banegas, D. L. (2014). An Investigation into CLIL-Related Sections of EFL Coursebooks: Issues of CLIL Inclusion in the Publishing Market. International Journal of Bilingual Education and Bilingualism, 17 (3), 345-359.
Dalton-Puffer, C. (2008). Outcomes and Processes in Content and Language Integrated Learning (CLIL): Current Research From Europe. In: Delanoy, W. and Volkmann, L. (eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter, 139-157.
Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: from Practice to Principles? Annual Review of Applied Linguistics, 31, 182-204.
Dalton-Puffer, C. and Smit, U. (2007). Empirical Perspectives on CLIL Classroom Discourse. Franktfurt: Peter Lang Publishers.
De Zarobe, Y. R. (2013). CLIL Implementation: from Policy-Makers to Individual Initiatives. International Journal of Bilingual Education and Bilingualism, 16 (3), 231-243.
Doiz, А., Lasagabaster, D., and Sierra, J. M. (2014). CLIL and Motivation: the Effect of Individual and Contextual Variables. The Language Learning Journal, 42 (2), 209-224.
Gerke, A. G. (2017). Interdisciplinary Education in the Elementary Curriculum: Exploring Teacher Perceptions and Practices. University of Toronto.
Harvie, J. (2020). Interdisciplinary Learning: Addressing the Implementation Gap. Scottish Educational Review, 52(2), 48-70.
Holtzer, A., Gillet, D. and Laperrouza, M. (2018). Active Interdisciplinary Learning in a Design Thinking Course: Going to Class for a Reason. Proceedings of IEEE TALE.
Lasagabaster, D. (2011). English Achievement and Student Motivation in CLIL and EFL Settings. Innovation in Language Learning and Teaching, 5(1), 3-18.
Marsh, D. (2002). CLIL/EMILE in Europe: Emergence 1958 – 2002. In: Marsh, D. (ed.), CLIL/EMILE The European Dimension: Actions, Trends and Foresight Potential. Finland. Available at: https://jyx.jyu.fi/dspace/bitstream/handle/123456789/47616/david_marsh-report.pdf?sequence =1
Mehisto, P., Marsh, D. and Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan Publishers Limited.
Rodríguez, M. G. (2017). Is soft-CLIL the Solution to Spaniards’ Low Level in English? A suggested planning model. Verbeia Monográfico Año I, 1, 125-142.
Segura, M., Roquet, H. and Barón, J. (2021). Receptive Vocabulary Acquisition in Pre-Primary Education through Soft Content and Language Integrated Learning. English Language Teaching, 14 (10), 1-22.
Spelt, E. H. J., Biemans, H. J. A., Tobi, H., Luning, P. A. and Mulder, M. (2009). Teaching and Learning in Interdisciplinary Higher Education: a Systematic Review. Educational Psychology Review, 21 (4), 365-378.
Stants, N. B. (2014). Humane Education and Education for Sustainable Development: Initiatives with Common Goals. In: Jalongo, M. R. (ed.). Teaching Compassion: Humane Education in Early Childhood. New York, London: Springer, 76-73.
Stokes, E., Edge, A. and West, A. (2001) Environmental education in the educational systems of the European Union: Synthesis Report April 2001, 31 pages. Available at: https://ibdigital.uib.es/greenstone/collect/cd2/import/ue/ue0002.pdf
Styron, R. A. (2013). Interdisciplinary Education: a Reflection of the Real World. Systemics, Cybernetics and Informatics, 11(9), 47-52.
Urmeneta, C.E. (2019). An Introduction to Content and Language Integrated Learning
(CLIL) for Teachers and Teacher Educators. CLIL Journal of Innovation and Research in
Plurilingual and Pluricultural Education, 2(1), 7-19.
REFERENCES
Applebee, A. N., Adler, M. and Flihan, S. (2007). Interdisciplinary Curricula in Middle and High School Classrooms: Case Studies of Approaches to Curriculum and Instruction. American Educational Research Journal, 44 (4), 1002-1039.
Banegas, D. L. (2014). An Investigation into CLIL-Related Sections of EFL Coursebooks: Issues of CLIL Inclusion in the Publishing Market. International Journal of Bilingual Education and Bilingualism, 17 (3), 345-359.
Dalton-Puffer, C. (2008). Outcomes and Processes in Content and Language Integrated Learning (CLIL): Current Research From Europe. In: Delanoy, W. and Volkmann, L. (eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter, 139-157.
Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: from Practice to Principles? Annual Review of Applied Linguistics, 31, 182-204.
Dalton-Puffer, C. and Smit, U. (2007). Empirical Perspectives on CLIL Classroom Discourse. Franktfurt: Peter Lang Publishers.
De Zarobe, Y. R. (2013). CLIL Implementation: from Policy-Makers to Individual Initiatives. International Journal of Bilingual Education and Bilingualism, 16 (3), 231-243.
Doiz, А., Lasagabaster, D., and Sierra, J. M. (2014). CLIL and Motivation: the Effect of Individual and Contextual Variables. The Language Learning Journal, 42 (2), 209-224.
Gerke, A. G. (2017). Interdisciplinary Education in the Elementary Curriculum: Exploring Teacher Perceptions and Practices. University of Toronto.
Harvie, J. (2020). Interdisciplinary Learning: Addressing the Implementation Gap. Scottish Educational Review, 52(2), 48-70.
Holtzer, A., Gillet, D. and Laperrouza, M. (2018). Active Interdisciplinary Learning in a Design Thinking Course: Going to Class for a Reason. Proceedings of IEEE TALE.
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Lasagabaster, D. (2011). English Achievement and Student Motivation in CLIL and EFL Settings. Innovation in Language Learning and Teaching, 5(1), 3-18.
Marsh, D. (2002). CLIL/EMILE in Europe: Emergence 1958 – 2002. In: Marsh, D. (ed.), CLIL/EMILE The European Dimension: Actions, Trends and Foresight Potential. Finland. Available at: https://jyx.jyu.fi/dspace/bitstream/handle/123456789/47616/david_marsh-report.pdf?sequence =1
Mehisto, P., Marsh, D. and Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan Publishers Limited.
Rodríguez, M. G. (2017). Is soft-CLIL the Solution to Spaniards’ Low Level in English? A suggested planning model. Verbeia Monográfico Año I, 1, 125-142.
Segura, M., Roquet, H. and Barón, J. (2021). Receptive Vocabulary Acquisition in Pre-Primary Education through Soft Content and Language Integrated Learning. English Language Teaching, 14 (10), 1-22.
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Spelt, E. H. J., Biemans, H. J. A., Tobi, H., Luning, P. A. and Mulder, M. (2009). Teaching and Learning in Interdisciplinary Higher Education: a Systematic Review. Educational Psychology Review, 21 (4), 365-378.
Stants, N. B. (2014). Humane Education and Education for Sustainable Development: Initiatives with Common Goals. In: Jalongo, M. R. (ed.). Teaching Compassion: Humane Education in Early Childhood. New York, London: Springer, 76-73.
Stokes, E., Edge, A. and West, A. (2001) Environmental education in the educational systems of the European Union: Synthesis Report April 2001, 31 pages. Available at: https://ibdigital.uib.es/greenstone/collect/cd2/import/ue/ue0002.pdf
Styron, R. A. (2013). Interdisciplinary Education: a Reflection of the Real World. Systemics, Cybernetics and Informatics, 11(9), 47-52.
Takala, S. (2000). Badeshti stsenarii za sadarzhatelno-ezikovo integrirano obuchenie (SEIO). Chuzhdoezikovo obuchenie, 2, 21 – 25. Ministerstvo na obrazovanieto i naukata.
Urmeneta, C.E. (2019). An Introduction to Content and Language Integrated Learning
(CLIL) for Teachers and Teacher Educators. CLIL Journal of Innovation and Research in
Plurilingual and Pluricultural Education, 2(1), 7-19.
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Author Info:
Assoc. Prof. Anna Lyubomirova Arnaudova-Otouzbirova, PhD
Faculty of Education
Trakia University – Stara Zagora, Bulgaria
е-mail: anna.arnaudova@trakia-uni.bg
English 
Български