1st Edition

The Routledge Handbook of Content and Language Integrated Learning

Edited By Dario Luis Banegas, Sandra Zappa-Hollman Copyright 2023
    568 Pages 13 B/W Illustrations
    by Routledge

    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 conceptualised and practised across educational and geographical contexts.

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

    List of figures

    List of tables

    List of contributors




    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




    Darío 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 education. He has edited volumes with Bloomsbury, Multilingual Matters, and Palgrave on different aspects of language education.

    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 socialisation 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

    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