Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts

Beschreibung

This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories.  It presents an accessible “meta-language” (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels.  Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field.  In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators.  Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL are often situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry.
"With the publication of this book, teachers, teacher educators, advanced students and researchers can welcome a user-friendly guide to integrating subject-area content and language skills for English language learners. Based on many years’ practical experience with teachers and courses, Lin provides a sound research-based account of how to use a register and genre approach to issues of teacher development and pedagogical content knowledge, cross-subject collaborations, joint curriculum design, and balanced assessment, illustrated with numerous real-world examples. Particularly to be welcomed are the thoughtful review of the research on different approaches and the candid and critical discussion of how to serve students’ best interests while maintaining an honest intellectual commitment to justice, diversity, and creativity. Highly recommended."
Professor Jay Lemke, University of California – San DiegoAuthor of Talking Science: Language, Learning, and Values
This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories.  It presents an accessible “meta-language” (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field.  In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators.  Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL areoften situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry.
Meets the urgent needs of teachers who are supporting EAL learners in mainstream classrooms Clarifies the relationships between LAC, immersion, CLIL, Content-based Instruction and other related approaches Equips teachers to handle practical issues in designing and trying out school-based LAC & CLIL in English as an Additional Language (EAL) contexts Includes supplementary material: sn.pub/extras

Autor*in

Angel M.Y. Lin

Themen in »Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts«

Applied Linguistics Bilingual Education Content and Language Integrated Learning Content-based Instruction English as an Additional Language Immersion Education Language Across the Curriculum contextualized language teaching english langauge education language-in-education policy learning and instruction

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“The book represents a perfect encounter between theory and practice. … the book is instructive, informative, and inspirational. In this sense, it is a welcome addition to the existing literature regarding LAC and CLIL.” (Ye Zhu, Applied Linguistics, Vol. 40 (6), December, 2019)

“With the publication of this book, teachers, teacher educators, advanced students and researchers can welcome a user-friendly guide to integrating subject-area content and language skills for English language learners. Based on many years’ practical experience with teachers and courses, Lin provides a sound research-based account of how to use a register and genre approach to issues of teacher development and pedagogical content knowledge, cross-subject collaborations, joint curriculum design, and balanced assessment, illustrated with numerous real-world examples. Particularly to be welcomed are the thoughtful review of the research on different approaches and the candid and critical discussion of how to serve students’ best interests while maintaining an honest intellectual commitment to justice, diversity, and creativity. Highly recommended.” (Professor Jay Lemke, University of California, San Diego, Author of “Talking Science: Language, Learning, and Values”)

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