Research Information System
Technoarete Transactions on Language and Linguistics, vol.4, no.1, pp.10-16, 2025 (Peer-Reviewed Journal)
This paper investigates the pedagogical implications and advantages of integrating Content and Language Integrated Learning (CLIL) into gastronomy and culinary arts education. In an era where vocational training increasingly intersects with globalization, multilingualism, and cross-cultural professional environments, CLIL offers a robust framework that simultaneously supports language acquisition and domain-specific knowledge development. This paper adopts a descriptive methodology to synthesize scholarly literature, institutional models, and pedagogical applications in order to explore how CLIL can effectively enhance students’ communicative competence, intercultural sensitivity, and workplace readiness. By embedding foreign language instruction within the context of culinary content, CLIL not only promotes bilingual or multilingual proficiency but also cultivates transferable skills that align with the expectations of the international hospitality industry. This paper highlights CLIL’s potential to act as a catalyst for educational innovation in vocational contexts, particularly in bridging the gap between language education and professional training. Furthermore, the integration of CLIL into culinary curricula is shown to contribute significantly to the internationalization of education, fostering mobility, employability, and cross-border collaboration. The paper concludes by advocating for broader implementation of CLIL-based pedagogies in culinary programs and calls for institutional support, teacher training, and curriculum design that reflect the interdisciplinary and global nature of today’s gastronomy sector.