Content and Language Integrated Learning in Spanish and Japanese Contexts: Policy, Practice and Pedagogy

Description

This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly. Front Matter ....Pages i-xxx Introduction: CLIL in Spain and Japan (Keiko Tsuchiya, María Dolores Pérez Murillo)....Pages 1-8 Front Matter ....Pages 9-9 CLIL and Language Education in Spain (Daniel Madrid Fernández, José Luis Ortega-Martín, Stephen Pearse Hughes)....Pages 11-35 CLIL and Language Education in Japan (Keiko Tsuchiya)....Pages 37-56 Front Matter ....Pages 57-57 Practices to Scaffold CLIL at Transition to Primary (María Teresa Fleta Guillén)....Pages 59-90 Utilizing the CLIL Approach in a Japanese Primary School: A Comparative Study of CLIL and Regular EFL Lessons (Yuki Yamano)....Pages 91-124 CLIL in Secondary Classrooms: History Contents on the Move (Elena del Pozo)....Pages 125-151 Collaborative Learning Through CLIL in Secondary English Classrooms in Japan (Masaru Yamazaki)....Pages 153-173 Testing the Water: Implementing a Soft CLIL Approach for Future Global Engineers at a Japanese University (Takashi Uemura, Graeme J. Gilmour, Luis Fernando Costa)....Pages 175-201 Front Matter ....Pages 203-203 Co-construction of Knowledge in Primary CLIL Group Work Activities (Amanda Pastrana)....Pages 205-236 Constructing Cognitive Discourse Functions in Secondary CLIL Classrooms in Spain (Natalia Evnitskaya)....Pages 237-262 Translanguaging Performances in a CLIL Classroom at a Japanese University (Keiko Tsuchiya)....Pages 263-284 Front Matter ....Pages 285-285 Teacher Development: J-CLIL (Shigeru Sasajima)....Pages 287-312 CLIL Teacher Education in Spain (Magdalena Custodio Espinar)....Pages 313-337 The Internationalization of Spanish Higher Education: An Interdisciplinary Approach to Initial Teacher Education for CLIL (María Dolores Pérez Murillo)....Pages 339-371 Prospective Teachers’ Perceptions of CLIL in Spain and Japan: Translingual Social Formation through EMI-CLIL Lectures (Keiko Tsuchiya, María Dolores Pérez Murillo)....Pages 373-402 Conclusion: CLIL—Reflection and Transmission (Keiko Tsuchiya, María Dolores Pérez Murillo)....Pages 403-407 Back Matter ....Pages 409-417