The Routledge Handbook of Content and Language Integrated Learning

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. Cover Half Title Series Information Title Page Copyright Page Table of Contents List of Figures List of Tables List of Contributors Acknowledgments Introduction Why CLIL? Handbook Overview Part I: Language and Language Teaching in CLIL Part II: Core Topics and Issues Part III: Contexts and Learners Part IV: CLIL in Practice Part V: CLIL Around the World Part VI: Looking Forward Conclusion References Part I Language and Language Teaching in CLIL 1 CLIL and Linguistics Introduction Formal Versus Functional Linguistics Applied Linguistics and CLIL Research Systemic Functional Linguistics Syntagmatic and Paradigmatic Dimensions Context, Genre, and Register The Three Metafunctions SFL and Related Models in CLIL Research and Pedagogy SFL and CDFs SFL and LCT SFL as a Catalyst for Clil Research and Pedagogy: Interdisciplinarity and Equity Concluding Remarks Further Reading References 2 Translanguaging in CLIL Introduction Translanguaging Trans… …Languaging Translanguaging as Bilingual Behaviour Paving the Way for Translanguaging in FL (And CLIL) Classrooms Translanguaging in CLIL L1s in CLIL Classroom Discourse Planned (Classroom/pedagogic) Translanguaging Translanguaging at Word Level Translanguaging at Text Level Pedagogic Translanguaging Sequences Conclusions Note Further Reading References 3 CLIL and Language Teaching Approaches Introduction A Brief Historical Overview of FL Teaching Approaches Perspectives of (Language) Learning in CLIL Perspectives of Language in CLIL Conclusion Notes Further Reading References 4 CLIL and English for Specific Purposes Introduction Definitions Origins Contexts Agents Key Features and Methodology Materials Selection and Design Conclusion Implications Further Reading References 5 CLIL and English-Medium Instruction Introduction CLIL in the Contextual Variation of EMI CLIL as Pedagogical Support for EMI – Models and Approaches CLIL Dimensions Type of Response Learning Objectives Integration Collaboration Continuity Examples of CLIL Instructional Models Conclusion Note Further Reading References 6 Epistemological and Methodological Trends in CLIL Research Introduction Second Language Learning in CLIL Versus Mainstream Classes Correlations in Cross-Sectional Studies Longitudinal Research of CLIL Effects On Learning Outcomes Covariates in Longitudinal Designs Subject Matter Achievement Teaching Practice in CLIL Contexts Classroom Discourse Analysis Case Study Designs Conclusion Further Reading References Part II Core Topics and Issues 7 CLIL and Educational Policy Introduction Multilingualism, Language Policies, and CLIL From Educational Policies to Practice Benefits and Obstacles of CLIL: Policy and Research Conclusion and Implications Notes Further Reading References 8 L2 Proficiency and Development in CLIL Introduction The Two Systems: Vocabulary and Grammar Receptive Skills Listening Reading Productive Skills Speaking Writing Conclusion Further Reading References 9 Cognitive Development in CLIL Introduction Cognitive Processes in CLIL Research On Cognition in CLIL Students’ Thinking Processes Teachers’ Perspectives On Students’ Cognitive Development Classroom Discourse and Cognitive Development Cognitive Development in CLIL Materials Cognitive Science and CLIL Conclusion Further Reading References 10 Intercultural Citizenship as CLIL in Foreign Language Education Introduction Intercultural and Citizenship Dimensions in CLIL: the 4Cs Framework and the Pluriliteracies Model Contributions of Intercultural Citizenship Theory and Pedagogy to CLIL Examples of Intercultural Citizenship-Based CLIL in Language Classrooms Content and Language Integration Engagement With the World Beyond the Classroom The Murals Project Collaborative Task Bridging the Content and Communication Continua Community Engagement Conclusions and Future Directions Note Further Reading References 11 CLIL and Professional Development Introduction Challenges for Content Subject Teachers CLIL Teachers’ Professional Knowledge Base Teachers’ Content Knowledge Teachers’ Language Knowledge PD Programmes for CLIL Teachers Empirical Studies On CLIL Teacher Professional Development Conclusion and Implications Notes Further Reading References 12 Collaboration Between CLIL Teachers Introduction Considering Collaboration Approaches to Collaboration in CLIL Conceptualising Collaboration Tools for Negotiating Collaboration Features of Successful Collaborations Exemplary Collaborations Recognised Needs Conclusion and Implications Further Reading References Part III Contexts and Learners 13 CLIL With Heritage Languages Introduction CLIL: an Umbrella Term Heritage Languages and Heritage Language Learners Heritage Languages Heritage Language Learners CLIL and Heritage Language Learning Two-way Immersion in the US Project-based CLIL Initiatives in the UK From Umbrellas to Kaleidoscopes: a Research Agenda for CLIL With HLLs Note Further Reading References 14 CLIL With Languages Other Than English Introduction Overview Languages in the UK Languages in Australia and England CLIL’s Potential for Addressing Demotivation in Learning LOTEs Conditions for Implementation Government Languages Policy School-based Factors Teacher Training Direction of Travel Conclusion Further Reading References 15 Doing CLIL With Primary Learners: From Principles to Practice The Benefits of CLIL for 21st-Century Primary Learners Potential Challenges From Principles to Practice Creating a Physical and Social Language-Enhanced Environment Planning Linguistic and Cognitive Progression Selecting Language-Enhanced Content-Based Activities Fostering Intercultural Learning Through Arts- and Object-Based Activities Promoting Metacognitive Skills Using Reflective Tools Conclusion and Implications Note Further Reading References 16 CLIL With Secondary School Learners Introduction Linguistic Development Cognitive Development CLIL and Cognitive Development Across Subject Areas Affective Factors Conclusion and Implications Further Reading References Part IV CLIL in Practice 17 Teachers’ Perceptions, Beliefs, and Attitudes On CLIL Introduction Key Terms Perceptions Beliefs and Experiences Attitudes Review On Teachers’ Perceptions of CLIL Experiences and Attitudes Towards CLIL CLIL Benefits CLIL Challenges CLIL Competency and CPD Conclusions and Implications Further Reading References 18 The Learner’s Perspective On CLIL: Attitudes, Motivations, and Perceptions Introduction The Studies and Method General Analyses Students’ Attitudes and Motivations in CLIL Scenarios Student Perceptions On CLIL Programmes Within-cohort Analyses Across-cohort Comparisons Conclusion and Implications Note Further Reading References 19 Instructional Scaffolding in CLIL: An Overview of Theory and Research Introduction Why Instructional Scaffolding in CLIL? What Does Scaffolding Research Need? Theoretical Considerations Unpacking the Scaffolding Metaphor Vygotsky and Scaffolding Salient Features of Scaffolding Conceptualising Scaffolding for Second Language Learning Conceptualising Scaffolding in CLIL Historical Overview and Development of Scaffolding From Psychology to Education Research Adapting Scaffolding to Second Language Learners CLIL Scaffolding Research: a Brief Overview The Beginning of Scaffolding in CLIL Studies On Scaffolding in CLIL Lo and Lin’s (2019) Volume Translanguaging and Scaffolding Future Research On Scaffolding in CLIL Concluding Remarks Notes Further Reading References 20 Classroom Interaction in CLIL Classroom Interaction in CLIL: Some Key Terms The Role of Interaction in CLIL Interaction in CLIL From a Cognitive-Interactionist Perspective Interaction in CLIL From a Socio-Cultural Perspective Interaction in CLIL From a Critical Perspective Possible Future Research Directions Further Reading References 21 CLIL Challenges in Designing Learning Experiences Introduction Issues Views On Language Views On Content The Role of Cognition Understandings of Culture Collaboration in Practice Conclusions Further Reading References 22 CLIL Materials: From Theory to Practice Introduction Overview of CLIL Materials Key Features and Procedures in CLIL Materials Development Review of Empirical Studies CLIL Materials Design CLIL Materials Implementation Conclusion Note Further Reading References 23 Corrective Feedback in CLIL Introduction Feedback in Second/foreign Language Contexts Corrective Feedback in CLIL Oral Corrective Feedback in CLIL Primary and Secondary Classrooms Learners’ Uptake and Repair Teachers’ Beliefs and Corrective Practices in CLIL Contexts Learners’ Preferences Written Corrective Feedback in CLIL Conclusion and Pedagogical Implications Notes Further Reading References 24 Assessment in CLIL Introduction Development and Use of Assessment Tasks Assessment Approaches Separate Assessment Approach Assessing L2 Proficiency Assessing Content Weakly Integrated Assessment Approach Managing Language Demands to Assess Content Knowledge Strongly Integrated Assessment Approach Assessment Task Development Based On TLU Tasks Conclusion and Implications Further Reading References Part V CLIL Around the World 25 CLIL in Various Forms Around the World Introduction Theoretical Underpinnings Implementations of CLIL CLIL in Finland CLIL in Germany CLIL in Spain CLIL in Sweden CLIL in Asia CLIL in South America Conclusion and Implications Notes Further Reading References 26 CLIL in the Nordic Countries Introduction Overview of Language Curricula in the Nordic Countries Iceland Denmark Norway Sweden Finland Observations On the Nordic Curricula CLIL Pupils’ Content and Language Learning in the Nordic Countries CLIL in Iceland and Denmark CLIL in Norway CLIL in Sweden CLIL in Finland Observations On Nordic CLIL Research Conclusion Note Further Reading References 27 CLIL in the Netherlands: Three Decades of Innovation and Development Introduction CLIL Within the Dutch Educational Context Bilingual Secondary Education (TTO) Bilingual Primary Education (TPO) Bilingual Vocational Education (TTO MBO) Teacher Education for Bilingual Education Research On CLIL in the Netherlands Learner Characteristics Learner Affect Learning Outcomes English Language Acquisition (ELA) Dutch And/or Content Learning CLIL Learners as Language Learners Teacher Perspectives The Teaching Experience The Role of the Teacher Conceptualisations of CLIL Teaching Practice Strengths and Weaknesses in CLIL Teaching Conclusion Note Further Reading References 28 CLIL in Italy The Italian Education System An Overview of CLIL Implementation Recent Advancements in CLIL Implementation Contextual Factors Impacting CLIL and Trade Union Perspectives A Review of CLIL Research Teachers and Students’ Perspectives On CLIL CLIL Teacher Training CLIL Education Outcomes CLIL in Out-Of-School Contexts Conclusion Notes Further Reading References 29 CLIL in Ecuador Introduction Context The Review On Research Methods and Contexts Participants and Setting Research Design Instruments Influential Factors The Development of Language and Cognitive Skills Language Skills Cognitive Skills Conclusions and Implications Further Reading References 30 CLIL in Colombia Introduction The Colombian Educational System: a Concise Summary Review Process A Review of CLIL Implementation A Review of CLIL Research Teacher Education CLIL Theory CLIL Methodology CLIL Professional Development Interculturality Language and Content Development Miscellaneous Conclusion and Implications Further Reading References 31 The CLIL Experience in Cameroon Introduction The Education System of Cameroon and the Teaching of Second Official Languages The Dual Educational System of Cameroon The Teaching of SOLs in Cameroon Secondary Education The CLIL Experience in Cameroon The Heavy CLIL in Cameroon The L-CLIL in Cameroon The EL-CLIL in Cameroon L-CLIL Teachers L-CLIL Students L-CLIL Follow-Up Authorities Specificities of the Cameroonian CLIL Experience Conclusion Notes Further Reading References 32 Current Practice and Research of CLIL in Japan Introduction Present-day Education System and CLIL Developments in Language Education The Introduction of English-Medium Instruction (EMI) in Higher Education CLIL Implementation in Japan Elementary School Junior High School High School Higher Education CLIL Research in Japan Elementary School Junior High School High School Higher Education Conclusions and Implications Further Reading References 33 CLIL in Taiwan Introduction Overview of CLIL in Taiwan Research On CLIL in Taiwan Emerging Trends CLIL Research at the Tertiary Level CLIL Research at the Primary School Level Concerns and Doubts Is CLIL Equivalent to EMI? Is CLIL Compatible With Local Cultures? Is CLIL an Accessible and Affordable Approach? Ways Forward for Promoting Bilingual Education in Emerging CLIL Contexts Connecting the CLIL Approach to Pluriliteracies Teaching for Deeper Learning Promoting Translanguaging Pedagogy in CLIL Classrooms Diversifying Assessment for CLIL Conclusion Note Further Reading References Part VI Looking Forward 34 CLIL: Critical Perspectives Introduction Critical CLIL as a Social Practice Socio-historical Development of CLIL Critical Views of CLIL Privileging Monolingualism and Native-Speakerism in Neoliberalised Bilingual Institutions Promoting Insecure Educational Subjectivities in CLIL CLIL as an Educational Brand and Commodity Moving Forward: Translingual and Critical Approaches to CLIL Conclusion and Implication Further Reading References 35 CLIL: Future Directions Introduction Historical Sketch: From a Foreign Language to an Educational Approach Content in CLIL Language and Literacy in CLIL Conceptualising Integration in CLIL Conceptualising Learning and Learners in CLIL Conclusion Further Reading References 36 Coda: Carpe Diem Introduction Learning Provocation 1: Focusing On Reconceptualising Professional Learning Learning Provocation 2: Focusing On Internationalisation in Higher Education Revisited Final Words References Index