CLIL and ESP: Synergies and mutual inspiration

This paper provides an overview of the current theoretical debate about the relationships between ESP and CLIL. Four domains are considered: 1) the ESP and CLIL continua and their intersection points in order to specify the boundaries of both; 2) the presence of ESP in the theoretical models which attempt to define the different types of language converging in the CLIL event, such as the Language Triptych and the Languages for CLIL model; 3) suggested potential synergies between the two, with special attention to practices which have proven successful in ESP such as needs analysis and genre analysis; 4) classroom research-based recommendations for the reorientation of CLIL along with the principles of ESP/ EAP, since knowledge of the actual language spoken in CLIL classrooms could provide insights for the identification of achievements and weaknesses. The analysis of these issues reveals promising areas for future research and for identifying challenges for the theoretical foundations of CLIL and for effective practice and teacher training.