Description
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.
Table of Contents
List of figures
List of tables
List of contributors
Acknowledgments
Introduction
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
Index
