This series is founded on the principle that research and practice in content-and-language integration must be conceived of as deeply embedded in pluriculturality and plurilingualism. Plurilingualism is the more recent theoretical term used to indicate the fluidity of plurilingual resources. Responding to the latest development in bilingual and multilingual education around the world, this series proposes a paradigmatic shift in research and pedagogy towards plurilingual education which aims at not only fostering learners’ plurilingual competences but also creating and affirming their plurilingual/pluricultural identities and subjectivities.
The Books in the Series fall under three key strands:
- One key strand of CLIL research this book series seeks to illuminate is fundamental theoretical conceptualizations about CLIL. In doing this, it interplays with the trend of sociolinguistic studies burgeoning in the last decade represented by a series of cutting-edge works. This series also introduces the latest theoretical perspectives impacting research and pedagogies in plurilingual and CLIL education.
- The second key strand of the book series emphasizes classroom application and pedagogical practice by expounding on the latest practice of content and language integration and experimentation with new approaches to CLIL, but always maintaining an explicit connection to the level of theory. Other examples of such design-based educational research will be included in the series.
- Key strand number three, which is crucial and fundamental also to the previous strands, is the theme of CLIL teacher education which has often been pointed out as important but continues to be insufficiently researched. This strand of the book series invites readers to reflect on the essential concepts in CLIL teacher professional development including teacher PCK and teacher language awareness. A further issue is that of CLIL teacher identity and teacher language awareness, CLIL teacher education