Abstract

The present study aims to investigate the contributions of the Content and Language Integrated Learning (CLIL) approach to English Language (EL) teaching in the Brazilian educational context. To achieve this, we evaluate data from articles and theses examining the implementation outcomes of CLIL in Brazil. For this purpose, we will use the Appraisal System, developed by Martin and White (2005), as a theoretical-methodological tool. This system is part of Halliday’s Systemic Functional Linguistics (1994), which allows us to understand the evaluative meanings of language according to its usage context. The Attitude subsystem was selected as the linguistic analysis methodology, aiming to deeply understand the descriptive linguistic resources used in the analyzed samples to highlight the benefits of using CLIL. The CLIL approach represents an innovative strategy that integrates subject content learning with language development, providing students with a more meaningful and contextualized learning experience. By mobilizing knowledge from different areas simultaneously, this methodology enhances the acquisition of the English language more naturally and dynamically, surpassing traditional language teaching models. The results show that the use of this contemporary and contextualized teaching approach in EL teaching provides significant contributions in various educational settings, highlighting its potential to promote a more integrated, interdisciplinary, and engaging learning experience for Brazilian students.

Keywords

content and language integrated learning, systemic functional linguistics, appraisal system