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CLIL Experiences in Secondary and Tertiary Education

Author: David Lasagabaster

Publisher: Linguistic Insights

Published: 2016

Total Pages: 0

ISBN-13: 9783034321044

This volume provides a shared context for surfacing deeply held beliefs and providing clearer pathways for closer understanding and adaptations to support integrated learning. The studies in each of the eight chapters are built on an in-depth critical review of research which enables the reader to carefully position the challenging questions posed.

CLIL across educational levels : experiences from primary, secondary and tertiary contexts

Author: Emma Dafouz

Publisher:

Published: 2009-01-01

Total Pages: 160

ISBN-13: 9788466802598

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CLIL across Educational Levels is a new addition to our Richmond CLIL Handbooks range. This complete volume of case studies taken from primary, secondary and tertiary contexts provides the long-awaited multi-purpose platform for CLIL professionals to actively engage in this growing field of teaching and learning. It examines the origins, principles and benefits of Content and Language Integrated Learning. It allows practitioners to experiment with examples of good practice drawn from across the educational levels. It contains findings from research results into CLIL subjects at all levels, presented in clear engaging contexts. It offers a forum to share experiences among CLIL stakeholders. The CLIL website offers ready-made downloadable Power Point material and lesson plans for selected activities. The CLIL online forum enables teachers to share their favourite activities and presentations. It features downloadable Power Point material.

Focus on CLIL

Author: Kasia Papaja

Publisher: Cambridge Scholars Publishing

Published: 2014-06-02

Total Pages: 240

ISBN-13: 1443860859

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Content and Language Integrated Learning (CLIL) refers to an educational context where a foreign language (in this case English) is used as a medium of instruction in content subjects. This book presents and analyses the changes which take place in a CLIL classroom in secondary education. This book will also serve to raise CLIL teachers’ awareness of certain changes which occur in the CLIL classroom, and will consequently help them understand the process of Content and Language Integrated Learning. The book is organised into two parts: theoretical and empirical. These parts consist of six chapters each. The first three chapters review the professional literature relevant to this study, while the other three chapters are devoted to the empirical study.

Developing and Evaluating Quality Bilingual Practices in Higher Education

Author: Fernando D. Rubio-Alcalá

Publisher: Multilingual Matters

Published: 2021-02-05

Total Pages: 251

ISBN-13: 1788923715

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This book provides an overview and evaluation of the quality of bilingual education found in internationalised higher education institutions. Its authors focus on the multifaceted roles that language(s) play in these growing multilingual spaces and analyse and identify the many factors that account for quality multilingual degree programmes. The chapters cover themes such as language policy, quality assurance tools and indicators of quality and the authors approach issues of quality from very different and complementary perspectives, adopting for example, temporal, evaluative and developmental positioning, and taking micro, meso and macro level perspectives, while still keeping sight of the local realities, practices and possibilities. The contributions are written by authors working in Brazil, Finland, Mexico, Portugal, Spain, Sweden, Switzerland and the UK and have implications for researchers, education coordinators, practitioners and other stakeholders who are looking to design, launch and evaluate new programmes in any higher education context worldwide.

CLIL

Author: Do Coyle

Publisher: Cambridge University Press

Published: 2010-04-01

Total Pages: 184

ISBN-13: 9780521112987

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CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.

Curriculum Integrated Language Teaching

Author: Kim Bower

Publisher: Cambridge University Press

Published: 2020-07-09

Total Pages: 235

ISBN-13: 1108492819

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A guide on how to implement CLIL in the classroom to foster motivation, engagement and progress in language learning.

Content-based Language Learning in Multilingual Educational Environments

Author: Maria Juan-Garau

Publisher: Springer

Published: 2014-11-17

Total Pages: 261

ISBN-13: 3319114964

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The spread of English as an international language along with the desire to maintain local languages lead us to consider multilingualism as the norm rather than the exception. Consequently, bi/multilingual education has bloomed over the last decades. This volume deals with one such type of education currently in the spotlight as an essentially European strategy to multilingualism, CLIL (Content and Language Integrated Learning), in which curricular content is taught through a foreign language. The book contributes new empirical evidence on its effects on linguistic and attitudinal outcomes focusing on bi/multilingual learners who acquire English as an additional language. Moreover, it presents critical analyses of factors influencing multilingual education, the effects of CLIL on both language and content learning, and the contrast between CLIL and other models of instruction. The research presented suggests that CLIL can greatly enhance language acquisition in multilingual settings.

The Routledge Handbook of English-Medium Instruction in Higher Education

Author: Kingsley Bolton

Publisher: Taylor & Francis

Published: 2024-03-21

Total Pages: 601

ISBN-13: 1003847706

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This Handbook discusses the theoretical and disciplinary background to the study of English-medium instruction (EMI) in higher education worldwide. It highlights issues relating to EMI pedagogy, varying motivations for EMI education, and the delivery of EMI in diverse contexts across the world. The spread of English as a teaching medium and the lingua franca of the academic world has been the subject of various debates in recent years on the perceived hegemony of the English language and the ‘domain loss’ of non-English languages in academic communication. Encompassing a wide range of contributions to the field of EMI, the chapters of this Handbook are arranged in four distinct parts: Part I provides an overview of English-medium instruction in higher education worldwide; Part II focusses on EMI in Europe; Part III on EMI in the Middle East, North Africa, and Sub-Saharan Africa; and Part IV on EMI in the Asian region. The overall scope and level of expertise of this Handbook provides an unrivalled overview of this field of education. It serves as an essential reference for many courses dealing with applied linguistics, English language education, multilingualism, sociolinguistics, and related subjects at many levels of education, including Master’s and PhD-level studies. This Handbook serves as a valuable edition for university libraries across the world and an essential read for many faculty, undergraduate and postgraduate students, educators, and policymakers.

The Psychological Experience of Integrating Content and Language

Author: Kyle Read Talbot

Publisher: Multilingual Matters

Published: 2021-02-05

Total Pages: 501

ISBN-13: 1788924312

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This book brings together a diverse range of empirical chapters spanning various contexts and educational levels which explore the psychology of teaching and learning a subject through a second or other language. The chapters discuss both the psychological stressors and strains for learners and teachers, as well as the benefits and joys of being involved in such programmes. The studies encompass a range of areas, such as Content and Language Integrated Learning (CLIL), Foreign Language Medium of Instruction (FMI), bilingual education and other related approaches to integrating content and language. They feature a variety of psychological constructs, including identity, self-confidence, motivation, self-concept, teacher and learner beliefs, affect, anxiety, stress, mindsets, attributions and well-being, from the perspectives of both teachers and learners. This book is essential reading for anyone interested in ensuring that teachers and students are properly supported and that their experiences of integrated content and language settings enable them to flourish.

Modernizing Educational Practice

Author: Katarzyna Papaja

Publisher: Cambridge Scholars Publishing

Published: 2016-02-08

Total Pages: 372

ISBN-13: 144388863X

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Content and Language Integrated Learning (CLIL) is an innovative approach referring to educational settings where a language different from the learners’ mother tongue is used as a medium of instruction. This other language is found to be used from kindergarten to the tertiary level, and the extent of its use may range from occasional foreign language texts in individual subjects to covering the whole curriculum. The changes in the technological, economic and social realities of the modern world have led, and still lead, to more frequent contact between people of different linguistic and cultural backgrounds. Globalisation has made the world interconnected; the world is rapidly becoming a mixed global village where the role of languages is extremely important. In such an integrated world, integrated learning is viewed as a modern form of educational delivery. CLIL represents an increasingly popular approach to language teaching and learning not only in Europe, but also in other countries such as Japan, Malaysia, China, and the United Arab Emirates. Even though CLIL is not of a uniform nature and varies across the world, one of the main arguments for its introduction is that it creates conditions for naturalistic language learning. This book represents selected presentations given at the Ustroń CLIL 2013 conference, which brought together academicians, researchers, teachers and educational authorities from all over the world, and provided them with the opportunity to exchange an interdisciplinary dialogue on CLIL methodologies, as well as the purely practical consequences of implementing such pedagogies in institutional educational practices at the primary, secondary or tertiary level. As such, collection embraces original contributions across a range of areas of CLIL.