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Routledge Series in Language and Content Integrated Teaching & Plurilingual Education

About the Series

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

4 Series Titles

Per Page

Multilingual Education in South Asia At the Intersection of Policy and Practice

Multilingual Education in South Asia: At the Intersection of Policy and Practice

1st Edition

Edited By Lina Adinolfi, Usree Bhattacharya, Prem Phyak
May 18, 2022

Spanning scholarly contributions from India, Nepal, Bangladesh, Pakistan, and Sri Lanka, this edited volume seeks to capture and elucidate the distinct challenges, approaches and possible solutions associated with interpreting, adapting and applying language-in-education policies in a range of ...

Soft CLIL and English Language Teaching Understanding Japanese Policy, Practice and Implications

Soft CLIL and English Language Teaching: Understanding Japanese Policy, Practice and Implications

1st Edition

By Makoto Ikeda, Shinichi Izumi, Yoshinori Watanabe, Richard Pinner, Matthew Davis
August 25, 2021

Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and ...

Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa

Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa

1st Edition

Edited By Elizabeth J. Erling, John Clegg, Casmir M. Rubagumya, Colin Reilly
July 02, 2021

This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may ...

Scaffolding Language Development in Immersion and Dual Language Classrooms

Scaffolding Language Development in Immersion and Dual Language Classrooms

1st Edition

By Diane J. Tedick, Roy Lyster
December 02, 2019

This book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction. Using ...

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