Ja, beide Begriffe (aus der Lissabon-Strategie der EU, März 2000) werden im CLIL-Leitfaden für HTLs als Zielsetzungen von CLIL genannt.
Ziele dieses pädagogischen Konzeptes sind unter anderem größere Flexibilität und Gewandtheit von Schülerinnen und Schülern im Umgang mit Fremdsprachen, die Förderung der Beschäftigungsfähigkeit (employability) sowie eine Vorwegnahme unterschiedlicher Aspekte der beruflichen Realität in einem zunehmend globalisierten Arbeitsmarkt (active citizenship). (CLIL-Leitfaden für die Umsetzung an HTLs, Oktober 2020, S. 2.)
Oder anders gefragt: Does CLIL promote employability and active citizenship?
In the abstract to their conference paper of 2017, Martina Gaisch et al. describe CLIL as a true driver for enhanced graduate employability.
Due to increasing international cooperation between enterprises, a profound understanding of intercultural aspects has become a major driver for labour market developments, especially in cross-border regions. Consequently, higher education institutions have to prepare future graduates for global citizenship and cultural literacy. Not only do they need to educate students to be proficient in their subject areas, they also have to keep a critical eye on graduate employability. The need for a richer skill base may go beyond technical expertise and also embrace factors such as foreign language skills, intercultural competencies, conflict management and communicative effectiveness.
Martina Gaisch, Victoria Rammer, Lenka Hrušková, Jana Krátká, Gabriela Mádlová (2017): Content language integrated learning as a driver for enhanced graduate employability. A cross-cultural study between Austria and the Czech Republic. University of Applied Sciences Upper Austria, Vysoká škola technická a ekonomická v Českých Budějovicích.
Makes sense, doesn´t it? Tell me, if you want to learn more about this.
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