What Do We Know About Content and Language Integrated Learning (CLIL) in Adult Basic Education for Immigrants With Limited or No Formal Schooling? Tentative Recommendations for Pedagogy and Research

This paper explores the theoretical underpinnings and practice-based research insights on Content and Language Integrated Learning (CLIL) as applied to adult basic education for immigrants with limited or no formal schooling, within the context of Norway’s newly introduced model for adult basic education. Using a scoping review methodology, the paper synthesises theoretical propositions, empirical research findings, and national policy documents to examine the applicability and limitations of CLIL in this unique educational setting. Positioned as a pedagogically oriented inquiry, the paper proposes key principles for implementing the CLIL approach in adult basic education for learners with limited or no formal schooling, along with tentative recommendations for pedagogy and research. The findings emphasise the importance of tailored literacy instruction, interdisciplinary teacher collaboration, and resource-oriented perspective. While grounded in the Norwegian context as a strategic case, this study offers insights relevant to other countries seeking to facilitate the smoother and faster integration of adult immigrants into national labour markets and society.