Coyle, Hood and Marsh's three CLIL models for tertiary education (C1-C3)

Design · All designs
Evidence · no claims cited

Description

Based on Coyle, Hood and Marsh's classification (2010: 24-25), the article describes three models for tertiary education: Model C1 (Plurilingual education, where more than one language is used in different years of study and subjects), Model C2 (Adjunct CLIL, where "language teaching runs parallel to content teaching with specific focus on developing the knowledge and skills to use the language"), and Model C3 (Language-embedded content courses, taught by both content-teachers and language teachers).

Design Implications

Context

Requirements

• Model C3 requires training engaged by both content-teachers and language teachers, with student support during the entire learning process

Constraints

• Model C1 is realized only in universities with concrete specialization (e.g., business and management), and models C2 and C3 are the most common

Target Learners

• university students in teacher education

Learning Goals

• acquiring professional knowledge in several languages
• using CLIL language for specialty work

Claims

Related Designs

Examples

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Key Sources

• Zhorabekova, A. N. (2015). Formation of Future Teachers' Professional Competence on the Basis of Polylingual Approach: The State Analysis. International Education Studies, 8(12). https://doi.org/10.5539/ies.v8n12p130

Page metadata

Field	Value
type	design
id	clil-tertiary-models-c1-c3
title	Coyle, Hood and Marsh's three CLIL models for tertiary education (C1-C3)
description	Based on Coyle, Hood and Marsh's classification (2010: 24-25), the article describes three models for tertiary education: Model C1 (Plurilingual education, where more than one language is used in different years of st...
status	review
generated	by process:settle-candidates on 2026-11-02
trust	unverified — no one has confirmed this page's content
sources	1 — zhorabekova-2015

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