1st Edition

Global CLIL Critical, Ethnographic and Language Policy Perspectives

Edited By Eva Codó Copyright 2023
    258 Pages 8 B/W Illustrations
    by Routledge

    258 Pages 8 B/W Illustrations
    by Routledge

    This collection turns a critical lens on Content and Language Integrated Learning (CLIL) research, making the case for a sociolinguistic-informed approach towards investigating social inequalities and making visible issues, processes and actors overlooked in CLIL research.

    The volume seeks to expand the borders of existing CLIL scholarship through situated ethnographic perspectives, highlighting the value of a critical sociolinguistic perspective in illuminating the relationship between the emergence of CLIL and specific socio-political and economic conditions in contemporary multilingual education. Drawing on examples from Europe, Latin America, Australia and Asia, the book focuses on exploring inequities in CLIL policy and implementation across different institutional contexts and demonstrates the ways in which CLIL extends beyond the classroom as situated in multiple and changing networks of interest, policy and practice.

    This book will be of particular interest to students and scholars in sociolinguistics, multilingual education, language policy and planning, and applied linguistics.

    List of contributors

    1. Introducing Global CLIL: Critical, ethnographic and language policy perspectives

    Eva Codó


    Part 1: Localisations of CLIL outside Europe

    2. Exporting European CLIL to India: Flexible appropriations for complex language debates

    Ana M. Relaño-Pastor and Jessica McDaid

    3. Situated emergence of CLIL: New discourses of bilingual education in Australian government schools

    Simone Smala

    4. CLIL and the dynamics of policy and sectorization in Colombia

    Carl Edlund Anderson, Liliana Cuesta Medina, Rosa Dene David and Jermaine S. McDougald

    5. The challenges of integrating linguistic and disciplinary knowledge in public secondary schools in the province of Córdoba, Argentina

    Ana Cecilia Peérez and Virginia Unamuno


    Part 2: Lived experiences of CLIL: A focus on actors

    6. Policy, practice and agency: Making CLIL work? Insights from Austrian upper secondary technical education

    Julia Hüttner and Ute Smit

    7. Bilingual education: English and the life projects of youth in contemporary Spain

    Adriana Patiño-Santos and David Poveda

    8. Languaging teachers: CLIL and the politics of precarisation in Catalonia

    Eva Codó

    9. Being and becoming a CLIL teacher: Discourses of identities, language and emotional labour in Castilla-La Mancha bilingual schools

    Frances Giampapa and Alicia Fernández Barrera

    Afterword – The promise of CLIL: Discourse, practices and selves

    Miguel Pérez-Milans




    Eva Codó is Associate Professor of English Linguistics at Universitat Autònoma de Barcelona. Her field of specialisation is the sociolinguistics of multilingualism, with a particular focus on language policy and critical institutional ethnography. Her research has been published widely. She is currently co-Chair of the Association for the Study of Discourse and Society (EDiSo) ad co-editor of Multilingua.

    This volume brings a much-needed critical perspective on CLIL as a
    global educational phenomenon. It is refreshing and challenging to
    those already involved in CLIL research and opens up new lines of
    enquiry for researchers who wish to examine critically how CLIL in its
    spread around the world may contribute to exacerbating, rather than
    ameliorating, social inequality. -

    Tom Morton, Universidad Autónoma de Madrid


    This first book-length critical account of Content and Language Integrated Learning offers a necessary, groundbreaking, and absolutely fascinating perspective on the various challenges

    generated by one of the most popular language education initiatives of the last decades. Incisive, thought-provoking, and brimming with real-life action, this book is a must-read for any scholar interested in the day-to-day affordances and effects of contemporary language education policy.

    Jürgen Jaspers, Université Libre de Bruxelles (ULB)