Multilingual Education under Scrutiny

Description

This monography provides a comprehensive insight into the overriding hot topics regarding the implementation of bilingual education type CLIL (content and language integrated learning) that have been recently spotlighted by researchers and different stakeholders, including families and students. The authors analyse the multiple faces of CLIL as a global and ecological phenomenon and examine the potential of CLIL to guarantee effective language learning, along with preservation of adequate levels of content acquisition and satisfactory development of the mother tongue. The role of pre-service and in-service teacher training in unfolding CLIL is scrutinized, among other burning issues such as egalitarianism and sustainability of the approach. Cover Dedication Foreword Acknowledgement Multilingual education under scrutiny: A critical analysis on CLIL implementation and research on a global scale Table of Contents Part I. CLIL as a global trend Chapter 1. An international review of multilingual education: CLIL across continents 1.1. European CLIL 1.2. CLIL beyond the European Union 1.3 Influencing factors in CLIL implementation at the international level 1.4. The crucible of CLIL Chapter 2. The multiple faces of CLIL 2.1. From the theoretical foundations of European CLIL to a multimodal approach 2.2. Beyond the 4Cs: Affective factors and attention to diversity in CLIL classrooms 2.2.1. Affective factors in CLIL: Authenticity and motivation 2.2.2 Attention to diversity in CLIL 2.3. CLIL as an ecological phenomenon Part II. Assessing CLIL outcomes: Language and content learning and impact on the mother tongue Chapter 3. Empirical studies on the effectiveness of CLIL for language learning 3.1. Language learning as the main rationale for CLIL 3.2. The debate about the affected and unaffected language competences 3.3. CLIL and development of oral skills 3.3.1. The case of listening comprehension 3.3.2. Oral production as the most evident benefit 3.4. Critical views on the contribution of CLIL to language learning 3.5. Updated empirical studies on language outcomes and future paths ahead Chapter 4. Content acquisition in CLIL settings: From pedagogical guidelines to empirical outcomes 4.1. The role of contents in CLIL 4.2. The integrated learning in formal education 4.3 Pedagogical frameworks to enhance the integrated learning 4.4. Research on content outcomes: Main challenges of the integration under scrutiny 4.5. Future lines of study on content learning Chapter 5. Research-based findings on development of the mother tongue in CLIL programmes 5.1. Acquisition of literacy in the L1 in immersion programmes: The paradigm of Canada 5.2. Lessons learnt from the Canadian immersion experience on mother tongue acquisition 5.3. Literacy development in L1 in CLIL: The case of maximal L2 input settings 5.4 The case of Spain: Mother tongue and CLIL in bilingual and monolingual settings 5.5. Final considerations: Pedagogical guidelines related to the role of languages in CLIL and future lines of work Part III. Preservice and inservice CLIL teacher training Chapter 6. Critical analysis of initial teacher education for CLIL 6.1. CLIL education at university 6.1.1 The repercussions of Bologna on the design of education degrees 6.1.2 Postgraduate offer to cater for CLIL education 6.2. Meeting the challenges of prospective CLIL teachers: The need for a multivariate analysis 6.3 Context analysis of preservice CLIL teacher education in different countries: The case of Spain, USA and Japan Chapter 7. Inservice teacher training: Contentious issues and pending tasks 7.1 Conceptualising and defining CLIL teacher training: The “problem” of heterogeneity of profiles and backgrounds 7.2 The design of training courses on CLIL: Pre-while-post CLILing 7.3 Inservice training initiatives in different contexts 7.3.1 Asociación “Enseñanza Bilingüe”, EB Spain6 7.3.2 National Association for Bilingual Education, NABE7 7.3.3 Japan CLIL Pedagogy Association, J-CLIL8