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The Routledge Handbook of Content and Language Integrated Learning



  • Available for pre-order on May 2, 2023. Item will ship after May 23, 2023
ISBN 9781032001951
May 23, 2023 Forthcoming by Routledge
680 Pages 13 B/W Illustrations

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Book Description

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 conceptualized and practiced across educational and geographical contexts.

Divided into six sections, covering language and language teaching, core themes 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.

 

Table of Contents

List of figures

List of tables

List of contributors

Acknowledgments

 

Introduction

Darío Luis Banegas and Sandra Zappa-Hollman

 

PART 1

Language and language teaching in CLIL

1 CLIL and linguistics

  Ana Llinares

2 Translanguaging in CLIL

  Pat Moore

3 CLIL and language teaching approaches

   Raul Albuquerque Paraná, Sávio Siqueira and Julia Landau

4 CLIL and English for specific purposes

  Gabriela Tavella and Soledad Loutayf

5 CLIL and English-medium instruction

  Joyce Kling and Slobodanka Dimova

6 Epistemological and methodological trends in CLIL research

  José Goris

 

PART 2

Core topics and issues

7 CLIL and educational policy

  Yolanda Ruiz de Zarobe

8 L2 proficiency and development in CLIL

  Christiane Dalton-Puffer and Silvia Bauer-Marschallinger

9 Cognitive development in CLIL

  Alberto Fernández-Costales

10 Intercultural citizenship as CLIL in foreign language education

    Melina Porto

11 CLIL and professional development

    Limin Yuan and Yuen Yi Lo

12 Collaboration between CLIL teachers

    Josephine Moate

 

PART 3

Contexts and learners

13 CLIL with heritage languages

     Joanna McPake

14 CLIL with languages other than English

     Kim Bower

15 Doing CLIL with primary learners: From principles to practice

     Fabiana Fazzi and Marcella Menegale

16 CLIL with secondary school learners

     Veronico N. Tarrayo and Philippe Jose S. Hernandez

 

PART 4

CLIL in practice

17 Teachers’ perceptions, beliefs, and attitudes on CLIL

     Jermaine S. McDougald

18 The learner’s perspective on CLIL: Attitudes, motivations, and perceptions

     Xabier San Isidro and María Luisa Pérez Cañado

19 Instructional scaffolding in CLIL: An overview of theory and research

     Karina Rose Mahan

20 Classroom interaction in CLIL

     Dongying Li

21 CLIL challenges in designing learning experiences

    Liz Dale and Tessa Mearns

22 CLIL materials: From theory to practice

     Laura Karabassova and Nurziya Oralbayeva

23 Corrective feedback in CLIL

     Ruth Milla and Pilar García Mayo

24 Assessment in CLIL

     Takanori Sato

 

PART 5

CLIL around the world

25 CLIL in various forms around the world

     Liss Kerstin Sylvén and Keiko Tsuchiya

26 CLIL in the Nordic countries

     Sotiria Varis and Anssi Roiha

27 CLIL in The Netherlands: Three decades and innovation and development

     Tessa Mearns, Evelyn van Kampen, and Wilfried Admiraal

28 CLIL in Italy

     Jacqueline Aiello and Emilia Di Martino

29 CLIL in Ecuador

     Juanita Argudo, Tammy Fajardo-Dack, and Mónica Abad

30 CLIL in Colombia

     Kathleen A. Corrales and Paige M. Poole

31 The CLIL experience in Cameroon

     Innocent Mbouya Fassé and Alain Flaubert Takam

32 Current practice and research of CLIL in Japan

     Chantal Hemmi

33 CLIL in Taiwan

    Wenhsien Yang

 

PART 6

Looking forward

34 CLIL: Critical perspectives

     Bong-gi Sohn

35 CLIL: Future directions

    Tom Morton

36 Coda: Carpe diem

    Do Coyle

 

Index

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Editor(s)

Biography

Dario Luis Banegas is Lecturer in Language Education at the University of Edinburgh. He is involved in teacher associations in Latin America and Europe. He is a fellow of the Higher Education Academy and an associate fellow with the University of Warwick. His main research and teaching interests are CLIL, action research, social justice, and initial language teacher

Sandra Zappa-Hollman is Associate Professor in the Faculty of Education at the University of British Columbia, Canada, and Director of Academic English at UBC’s Vantage College. Her research examines processes of language and literacy socialization of multilingual English language post-secondary students, including the perspectives of faculty members working with diverse student populations. Her work also aims to shed light on questions and issues concerning curricular and pedagogical approaches that support culturally and linguistically responsive teaching.

Consulting Editor: Graham Hall

Reviews

Capturing the multifaceted nature of CLIL, this handbook spans levels of education and linguistic, geographical and socio-political contexts. It is a timely synthesis of CLIL research and practice, with perceptive insights for future development. This comprehensive handbook will be a valuable resource for CLIL researchers and teachers alike.

-- Tarja Nikula, University of Jyväskylä, Finland

With its impressive range of topics covered by leading scholars in CLIL, this handbook will be a crucial and valuable source of relevant knowledge and cutting-edge thinking, and a treasured resource for students, researchers, teacher educators and last, but far from least, teachers engaged in bilingual education.

-- Ute Smit, University of Vienna, Austria