Description
This book explores some of the recent research undertaken on Content and Language Integrated Learning (CLIL). It offers an overview of several European contexts, describing experiences that could be extrapolated to many other communities worldwide.
Contributions focus on issues related to language policy, moving from high-level policymaking to grassroots decisions, but all of them encompassing the major changes that can be recognized in education, which also evidence the shifts in society and economic life that have taken place in Europe in the last decades. These changes in language policy issues are coupled with changes in CLIL practice in the classroom. These national initiatives are displayed across a wide range of educational perspectives, portraying the diversity that is a distinctive feature of CLIL in the European educational mosaic. By providing new insights into pedagogic, methodological, and language policy issues in CLIL, and by covering some areas which have been insufficiently addressed in the literature, such as the implementation of CLIL in ‘less successful’ contexts, or learner-teacher collaboration in the classroom, this book will be of great value to researchers, stakeholders and professionals interested in CLIL and language education. This book was originally published as a special issue of the International Journal of Bilingual Education and Bilingualism.
Table of Contents
Introduction – CLIL implementation: from policy-makers to individual initiatives 1. Listening to learners: an investigation into ‘successful learning’ across CLIL contexts 2. The power of beliefs: lay theories and their influence on the implementation of CLIL programmes 3. CLIL in junior vocational secondary education: challenges and opportunities for teaching and learning 4. CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe 5. Curricular models of CLIL education in Poland 6. Learning to become a CLIL teacher: teaching, reflection and professional development 7. How CLIL can provide a pragmatic means to renovate science education – even in a sub-optimally bilingual context 8. Genre-based curricula: multilingual academic literacy in content and language integrated learning 9. Discussion: towards an educational perspective in CLIL language policy and pedagogical practice
