Conceptualising Integration in CLIL and Multilingual Education

Published by Multilingual Matters 2016

Conceptualising Integration in CLIL and Multilingual Education

Edited by: Tarja Nikula , Emma Dafouz , Pat Moore and Ute Smit

In the series Bilingual Education & Bilingualism

https://doi.org/10.21832/9781783096145

Overview
Contents

About this book

Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives. This volume focuses on conceptualising integration, exploring it from three intersecting perspectives concerning curriculum and pedagogic planning, participant perceptions and classroom practices.

Author information

Nikula Tarja :

Tarja Nikula is Professor at the Centre for Applied Language Studies, University of Jyväskylä, Finland. Her research interests include CLIL, classroom discourse, pragmatics of language learning and use, language education policies, multilingual classroom practices.

Dafouz Emma :

Emma Dafouz is Associate Professor in the Department of English Language and Linguistics at the Universidad Complutense de Madrid, Spain. Her research interests include CLIL, English-medium instruction, language policies, higher education and classroom discourse.

Moore Pat :

Pat Moore is Senior Lecturer in the Department of Philology and Translation at the Universidad Pablo de Olavide, Spain. Her research interests include CLIL, bilingualism, translanguaging, bilingual education and classroom praxis.

Smit Ute :

Ute Smit is Associate Professor in the Department of English Studies at the University of Vienna, Austria. Her research interests include CLIL, English-medium instruction, English as a lingua franca, language policy and classroom discourse.

Tarja Nikula is Professor at the Centre for Applied Language Studies, University of Jyväskylä, Finland. Her research interests include CLIL, classroom discourse, pragmatics of language learning and use, language education policies, multilingual classroom practices.

Emma Dafouz is Associate Professor in the Department of English Language and Linguistics at the Universidad Complutense de Madrid, Spain. Her research interests include CLIL, English-medium instruction, language policies, higher education and classroom discourse.

Pat Moore is Senior Lecturer in the Department of Philology and Translation at the Universidad Pablo de Olavide, Spain. Her research interests include CLIL, bilingualism, translanguaging, bilingual education and classroom praxis.

Ute Smit is Associate Professor in the Department of English Studies at the University of Vienna, Austria. Her research interests include CLIL, English-medium instruction, English as a lingua franca, language policy and classroom discourse.

Reviews

Anna M Krulatz, Sør-Trøndelag University College, Norway:

“Conceptualising Integration in CLIL and Multilingual Education” is a great, well-organized resource for CLIL researchers and CLIL teacher educators, complete with rich data excerpts and theoretical models.

The authors and the editors did a remarkable job conceptualizing the integration of language and content in CLIL and highlighting connections between the three perspectives on integration which serve as the organizing principle of the book.

By expanding research on CLIL, the text provides a welcome addition to the field, by proposing ways to use the metaphor of integration to focus on how all educational practice requires consideration of the complex relationships between language and content at institutional, pedagogical, cultural and personal levels. Readers interested in learning in bilingual, sheltered, CLIL, and mainstream classrooms will find valuable insights for improving educational practice for all learners.

Bringing together many accomplished and respected CLIL researchers, this timely volume presents highly provoking studies and dialogue about content and language integration. Both theoretically and methodologically rich, the book is essential reading for scholars in CLIL, CBI, and immersion education and will undoubtedly stimulate further discussion and inquiry in years to come.

This volume is a key step in establishing an understanding of the integration of language and content in CLIL and multilingual education. The authors provide a wealth of research, offering new and valuable insights into curriculum and pedagogy planning, participant perspectives and classroom practices, while introducing a conceptual framework to integration in CLIL. This volume is aimed at becoming a landmark to teachers, educators and researchers, and all those interested in an integrated approach to multilingual education.

Topics

Frontmatter Publicly Available Download PDF	i
Contents Publicly Available Download PDF	v
Contributors Requires Authentication Unlicensed Licensed Download PDF	vii
Acknowledgements Requires Authentication Unlicensed Licensed Download PDF	xi
Foreword: Integrating Content and Language in Education: Best of Both Worlds? Rick de Graaff Requires Authentication Unlicensed Licensed Download PDF	xiii
More Than Content and Language: The Complexity of Integration in CLIL and Bilingual Education Tarja Nikula, Christiane Dalton-Puffer, Ana Llinares and Francisco Lorenzo Requires Authentication Unlicensed Licensed Download PDF	1
Part 1: Curriculum and Pedagogy Planning
1. Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct Christiane Dalton-Puffer Requires Authentication Unlicensed Licensed Download PDF	29
2. Historical Literacy in CLIL: Telling the Past in a Second Language Francisco Lorenzo and Christiane Dalton-Puffer Requires Authentication Unlicensed Licensed Download PDF	55
3. Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem-Solving Processes in English as a Foreign Language Angela Berger Requires Authentication Unlicensed Licensed Download PDF	73
4. A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics Classrooms Richard Barwell Requires Authentication Unlicensed Licensed Download PDF	101
Part 2: Participants
5. University Teachers’ Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings Emma Dafouz, Julia Hüttner and Ute Smit Requires Authentication Unlicensed Licensed Download PDF	123
6. CLIL Teachers’ Beliefs about Integration and about Their Professional Roles: Perspectives from a European Context Kristiina Skinnari and Eveliina Bovellan Requires Authentication Unlicensed Licensed Download PDF	145
Part 3: Practices
7. Integration of Language and Content Through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective Tom Morton and Teppo Jakonen Requires Authentication Unlicensed Licensed Download PDF	171
8. Teacher and Student Evaluative Language in CLIL Across Contexts: Integrating SFL and Pragmatic Approaches Ana Llinares and Tarja Nikula Requires Authentication Unlicensed Licensed Download PDF	189
9. Translanguaging in CLIL Classrooms Pat Moore and Tarja Nikula Requires Authentication Unlicensed Licensed Download PDF	211
Conclusion: Language Competence, Learning and Pedagogy in CLIL – Deepening and Broadening Integration Constant Leung and Tom Morton Requires Authentication Unlicensed Licensed Download PDF	235
References Requires Authentication Unlicensed Licensed Download PDF	249
Index Requires Authentication Unlicensed Licensed Download PDF	275

Language: English
Publisher: Multilingual Matters
Keywords: CLIL; Bilingual education; Multilingual education; Integration; Theoretical framework for CLIL; Content-based language learning; Content and Language Integrated Learning; Immersion

eBook

Published: August 18, 2016
ISBN: 9781783096145