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CLIL across Educational Levels is a new addition to our Richmond CLIL Handbooks range. This complete volume of case studies taken from primary, secondary and tertiary contexts provides the long-awaited multi-purpose platform for CLIL professionals to actively engage in this growing field of teaching and learning. It examines the origins, principles and benefits of Content and Language Integrated Learning. It allows practitioners to experiment with examples of good practice drawn from across the educational levels. It contains findings from research results into CLIL subjects at all levels, presented in clear engaging contexts. It offers a forum to share experiences among CLIL stakeholders. The CLIL website offers ready-made downloadable Power Point material and lesson plans for selected activities. The CLIL online forum enables teachers to share their favourite activities and presentations. It features downloadable Power Point material.
This volume explores a highly topical issue in second and foreign language education: the spreading practice in mainstream education to teach content subjects through a foreign language. CLIL has been enthusiastically embraced as a language enrichment measure in many contexts and finally research can offer principled insights into its dynamics and potentials. The editors introductory and concluding chapters offer a synthesis of current CLIL research as well as a critical discussion of unresolved issues relating both to theoretical concerns and research practice. The individual contributions by authors from a range of European contexts report on current empirical research in this dynamic field. The focus of these chapters ranges from theoretical to empirical, from learning outcomes to classroom talk, examining both the written and spoken mode across secondary and tertiary educational contexts. This volume is a valuable resource not only for researchers and teachers but also for policy makers."
A guide on how to implement CLIL in the classroom to foster motivation, engagement and progress in language learning.
This book received the XV Research Award of the Spanish Association of Applied Linguistics (XV Premio de Investigación de la Asociación Española de Lingüística Aplicada) 2012. The present volume bears witness to the Europewide character of the Content and Language Integrated Learning (CLIL) enterprise by featuring contributions from researchers and teacher-educators from a range of European countries spanning the geographical expanse of the continent from east (Estonia) to west (United Kingdom) and from north (Finland) to south (Spain, Italy). More importantly, the different national contexts are characterised by diverse cultural stances and policies vis-à-vis second and foreign language learning in general and learning specific languages in particular and it is evident that such contextual factors impinge on what are identified as central concerns both in CLIL implementation and research.
This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners’ linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’ context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners. Carmen Pérez-Vidal, Sonia López, Jennifer Ament and Dakota Thomas-Wilhelm all served on the organizing committee for the EUROSLA workshop held at the Universitat Pompeu Fabra, Barcelona, in May 2016. It is from this workshop that this monograph was inspired
This book provides a theoretically based approach to the integration of language and content in primary and secondary contexts. Drawing on their wide experience as CLIL educators and researchers, the authors explore data collected in real CLIL classrooms from two interrelated perspectives: the CLIL classroom as an interactional context for developing language and content, and the genres and registers through which the meanings of the different academic subjects are enacted. From the analysis of this corpus of data, the authors provide a rich description of how CLIL students' language works and may be expected to develop. Also available separately as a hardback.
The growing interest in the problems of integrated foreign language teaching and professional disciplines is manifested in the formulation of new concepts and approaches, which at the moment are controversial. The lack of a common conceptual framework of integrated education in the system of higher professional education in different countries manifests itself in the attempts of researchers to either completely eliminate the achievements of their colleagues in this area or, without any scientific and practical justification, mechanically transfer foreign experiences in their conditions. Examining Content and Language Integrated Learning (CLIL) Theories and Practices is a cutting-edge research publication that investigates the different approaches and models of progressive technology within linguodidactics and the methodologies for teaching foreign languages. Highlighting a range of topics such as blended learning, cognition, and professional discourse, this book is essential for language teachers, linguists, curriculum developers, instructional designers, deans, researchers, practitioners, administrators, educators, academicians, and students.
This book provides an in-depth look on Content and Language Integrated Learning (CLIL) and Early Childhood Education (ECE), two domains where major joint research is needed. By taking stock on theoretical underpinnings, it explores the ideal conditions for early additional language acquisition in preschool contexts through CLIL with a learner-centered approach grounded in developmentally appropriate practices (DEP) and an emphasis on the importance of play, cognition, holistic content adaptation and social-emotional learning. The book also offers a comprehensive view of how this methodological approach has already set a clear path on Pre-primary education internationally. Finally, it offers insights into CLIL pedagogies as related and adapted to Pre-primary education, resources and materials for very young learners and practical implementation from the classroom. By providing a solid empirical background on Pre-primary CLIL, along with appropriate methodological issues and practices, this book serves as a key resource to students, practitioners, academics as well as teacher educators and policy-makers in international contexts.
Studies on discourse and language learning originated in the field of general education and they focused on first language learning environments. However, since 1980s research on discourse and language learning broadened the scope of investigation to respond to second and foreign language environments. Recently, the emergence of new language learning contexts such as computer mediated communication, multilingual settings or content and language integrated contexts requires further research that focuses on discourse and language learning. From this perspective, the present volume aims to broaden the scope of investigation in foreign language contexts by exploring discourse patterns in the classroom and examining the impact of factors such as gender, explicitness of feedback or L1 use on language learning through discourse. With that aim in mind, this volume will bring together research that investigates discourse in various instructional settings, namely those of primary, secondary and university L2 learning environments, content and language integrated contexts and other new language learning settings. The number and variety of languages involved both as the first language (e.g. English, Finnish, Basque, Spanish, Japanese, French, Italian, Catalan) as well as the target foreign language (e.g. English, French, Italian, Japanese, Spanish) makes the volume specially attractive. Additionally, the different approaches adopted by the researchers participating in this volume, such as information processing, sociocultural theory, or conversation analysis, widen the realm of investigation on discourse and language learning. Finally, the strength of the volume also lies in the range of educational settings (primary, secondary and tertiary education) and the worldwide representation of contributors across seven different countries, namely those of Spain, France, Austria, Finland, Germany, Canada, Australia and the United States. The uniqueness of the volume is due to its eclectic and comprehensive nature in tackling instructional discourse. Worldwide outstanding researchers, like Julianne House, Carme Muñoz, Ute Smit, Tarja Nikula or Roy Lyster, to quote but a few, adopt different perspectives in this joint contribution that will certainly broaden the scope of research on language learners’ discourse.
Content and language integrated learning (CLIL) is an increasingly popular educational approach given its dual focus on enabling learners to acquire subject-matter through an additional language, while learning this second language in tandem with content. This Handbook provides a comprehensive overview of recent CLIL developments, illustrating how CLIL has been uniquely conceptualised and practised across educational and geographical contexts. Divided into six sections, covering language and language teaching, core topics and issues, contexts and learners, CLIL in practice, CLIL around the world, and a final section looking forward to future research directions, every chapter provides a balanced discussion of the benefits, challenges and implications of this approach. Representing the same diversity and intercultural understanding that CLIL features, the chapters are authored by established as well as early-career academics based around the world. The Routledge Handbook of Content and Language Integrated Learning is the essential guide to CLIL for advanced students and researchers of applied linguistics, education and TESOL.