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Full Description
This volume clearly documenting research into CLIL and EMI settings is welcome and timely. A range of researchers rise to the challenge of providing deeper understanding and interpretations of key issues in ways which enable readers to adapt the approaches and ideas to inform their own practices. The nature of integration underpins each chapter and each study in creative, relevant ways at different levels. Bringing together educationalists, linguists and subject specialists provides a shared context for surfacing deeply held beliefs and providing clearer pathways for closer understanding and adaptations to define, refine and support integrated learning. Moreover, integrating theoretical perspectives and research methods is also a feature of the volume which not only informs classroom practices but also goes further into the motivations which operationalize and underpin current drives towards internationalization in universities. The studies in each of the eight chapters in the volume are usefully built on an in-depth critical review of research in the field which enables the reader to carefully position the research and the challenging questions posed. (Do Coyle, University of Aberdeen)
Contents
Contents: Do Coyle: Introduction - Jon Ander Merino: Non-Linguistic content in CLIL: Is its learning diminished? - Susana Gómez: CLIL in secondary education: Opportunity and challenge for everyone - Juan Manuel Sierra: Cooperative projects in a CLIL course: What do students think? - Marta Kopinska: Motivational drive of technology-based 'weak' version of CLIL - Aintzane Doiz/David Lasagabaster: The motivational self system in English-medium instruction at university - Pilar Sagasta/Nagore Ipiña: Teacher educators growing together in a professional learning community: Analysing CLIL units of work implemented in Teacher Education - Begoña Pedrosa: New learning scenarios in a higher education CLIL setting: Towards new methodological models for language education programmes - David Lasagabaster: Translanguaging in ESL and content-based teaching: Is it valued?
