International Perspectives on CLIL
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Beschreibung
This edited book offers culturally-situated, critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings, showcasing authentic examples of how CLIL can be applied to different educational levels from primary to tertiary. The contributors offer a research-based, critical view of CLIL opportunities, challenges and implications in the following areas: teacher education, continuing professional development, assessment, teacher-student dialogue, translanguaging, coursebooks, bilingual education, authenticity, language development and thinking skills. This wide-ranging volume will appeal to students and scholars of English Language Teaching (ELT), language policy and planning, bi- and multilingualism, and applied linguistics more broadly.
Chantal Hemmi is an Associate Professor at Sophia University, Japan.
Darío Luis Banegas is a Lecturer at the University of Strathclydeand an Associate Fellow at the University of Warwick, UK.
This edited book offers culturally-situated, critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings, showcasing authentic examples of how CLIL can be applied to different educational levels from primary to tertiary. The contributors offer a research-based, critical view of CLIL opportunities, challenges and implications in the following areas: teacher education, continuing professional development, assessment, teacher-student dialogue, translanguaging, coursebooks, bilingual education, authenticity, language development and thinking skills. This wide-ranging volume will appeal to students and scholars of English Language Teaching (ELT), language policy and planning, bi- and multilingualism, and applied linguistics more broadly.
Proposes a revised conceptualization of CLIL and describes possible context-informed CLIL pedagogies Includes international settings underrepresented in the literature, including Colombia and Kazakhstan Suggests possible future lines of research, with special attention paid to teacher research
Autor*in
Chantal Hemmi
Themen in »International Perspectives on CLIL«
Content and Language Integrated Learning (CLIL) English as a Medium of Instruction (EMI) English as a Lingua Franca (ELF) teacher development Education Systems (ES) authenticity pedagogy materials development Systemic Functional Linguistics Cognitive Discourse Functions translanguaging classroom interaction English coursebooks Foreign Language Bilingual Education (FLBE)
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“This edited volume is thus a welcome addition to the field, and would serve as a brilliant resource for all stakeholders looking for enhancing their pedagogical or practical CLIL models and/or practices.” (Mahboubeh Rakhshandehroo, RELC Journal, October 7, 2021)
“This volume takes a global stance by a careful selection of contributions from well-established international researchers on CLIL teaching and learning practices … . The suggested readings and engaging priorities will leave readers with insightful resources to probe on. We find this volume a highly recommended reading, and it will appeal to those interested in understanding empirical and theoretical forefronts in CLIL and will shed light on English language teaching, teacher professional development as well as bilingual or multilingual education.” (Xiaolan He and Zhiwu Zhang, Frontiers in Psychology, frontiersin.org, August 17, 2021)
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“A carefully curated, up-to-date volume, with an international perspective on CLIL. Chantal Hemmi and Darío Luis Banegas have gathered together a wide variety of contributions from writers in the CLIL field, spanning nine countries across four continents and different levels of education. This thoughtfully produced volume touches on many issues that have characterised developments in CLIL over the past decade, such as the role of assessment, teacher education and developing subject-based competencies. Of interest to CLIL practitioners and researchers alike.” - Rosie Tanner, Education Consultant, Netherlands“Incorporating local pedagogies and theoretical frameworks, this collective work of internationally established authors and emerging academics in the international arena addresses issues concerning the design of CLIL, teacher preparation for CLIL, and the implementation for CLIL around the world. The volume also raises important issues worthy of further research concerning pedagogical goals for the implementation of CLIL in the future. This timely book is essential for anyone wishing to be at the forefront of empirical and theoretical developments in 21st-century CLIL.” - Aintzane Doiz, University of the Basque Country, Spain
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