Looking for the i in CLIL: A literature review on the implementation of dual focus in both subject and language classrooms

In the acronym CLIL, the “i” refers to the integration of both content and language objectives, also referred to as “dual focus”. In order to realise this dual focus at least three aspects need consideration: agreeing on the meaning of dual focus, making explicit how teachers can collaborate to achieve it in their classes, and examining what content and language can be covered to enact dual focus (Halbach, 2014). Contrary to the unquestioned role of language as the vehicle for content learning, the role of language teachers and their collaboration with the subject teacher remain vague. Therefore, a systematic literature study, based on 71 relevant studies, has been conducted to answer the research question: What does dual focus in a CLIL context entail? More specifically, the following aspects have been examined: (1) How has dual focus been defined in the literature?, (2) How can teacher collaboration, outside the classroom, strengthen the dual focus?, and (3) What does dual focus imply, inside the classroom, for curriculum and planning regarding language and content covered in CLIL subject and language courses? The findings allow to better contextualise the concept of dual focus, by identifying two main clusters of parameters: (1) outside the classroom: collaboration between subject teachers and language teachers for planning, execution and evaluation of dual focus, (2) approaches to language and content to co-stimulate dual focus inside the classroom. We hope these results can provide CLIL researchers and practitioners with a clearer conceptual basis to frame dual approach in CLIL contexts.