1st Edition
Content and Language Integrated Learning Language Policy and Pedagogical Practice
Introduction – CLIL implementation: from policy-makers to individual initiatives Yolanda Ruiz de Zarobe
1. Listening to learners: an investigation into ‘successful learning’ across CLIL contexts Do Coyle
2. The power of beliefs: lay theories and their influence on the implementation of CLIL programmes Julia Hüttner, Christiane Dalton-Puffer and Ute Smit
3. CLIL in junior vocational secondary education: challenges and opportunities for teaching and learning Jenny Denman, Rosie Tanner and Rick de Graaff
4. CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe Liss Kerstin Sylvén
5. Curricular models of CLIL education in Poland Anna Czura and Katarzyna Papaja
6. Learning to become a CLIL teacher: teaching, reflection and professional development Cristina Escobar Urmeneta
7. How CLIL can provide a pragmatic means to renovate science education – even in a sub-optimally bilingual context Maria Grandinetti, Margherita Langellotti and Y.L. Teresa Ting
8. Genre-based curricula: multilingual academic literacy in content and language integrated learning Francisco Lorenzo
9. Discussion: towards an educational perspective in CLIL language policy and pedagogical practice Jasone Cenoz
Biography
Yolanda Ruiz de Zarobe is Associate Professor in Language and Applied Linguistics at the University of the Basque Country, UPV/EHU, Spain. Her research focuses on the acquisition of English as a second and a third language, multilingualism, and Content and Language Integrated Learning (CLIL). Her work has appeared in books, edited books and international journals.
