Applied Linguistics Perspectives on CLIL

Editors
Ana Llinares | Autonomous University of Madrid
ORCID logoTom Morton | Birkbeck, University of London
HardboundAvailable
ISBN 9789027213365 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027213372 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027266101 | EUR 99.00/36.00*
| USD 149.00/54.00*
 
Google Play logo
This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers’ professional identities.
[Language Learning & Language Teaching, 47] 2017.  vi, 317 pp.
Publishing status: Available
Table of Contents
Cited by

Cited by 27 other publications

Aguirregoitia Martinez, Amaia, Kepa Bengoetxea Kortazar & Itziar Gonzalez-Dios
2021. Are CLIL texts too complicated?. Journal of Immersion and Content-Based Language Education 9:1  pp. 4 ff. DOI logo
Banegas, Dario Luis
2020. Teacher Professional Development in Language-Driven CLIL: A Case Study. Latin American Journal of Content & Language Integrated Learning 12:2  pp. 242 ff. DOI logo
Banegas, Darío Luis
2020. Teaching linguistics to low-level English language users in a teacher education programme: an action research study. The Language Learning Journal 48:2  pp. 148 ff. DOI logo
Banegas, Darío Luis
2022. Research into practice: CLIL in South America. Language Teaching 55:3  pp. 379 ff. DOI logo
Bedeker, Michelle, Assylzhan Ospanbek, Marius Simons, Akerke Yessenbekova & Manas Zhalgaspayev
2023. ‘I can easily switch to the Kazakh language, also to the Russian language’: reimagining Kazakhstani CLIL implementation as a third space. Language, Culture and Curriculum  pp. 1 ff. DOI logo
Chen, Qinghua, Amy Hughes, Scott Hughes & Angel Mei Yi Lin
2023. Lay Hoon Seah, Rita Elaine Silver & Mark Charles Baildon: The role of language in content pedagogy: A framework for teachers’ knowledge. Journal of World Languages 9:3  pp. 530 ff. DOI logo
Ferreira, Alfredo A. & Sandra Zappa-Hollman
2019. Disciplinary registers in a first-year program. Language, Context and Text. The Social Semiotics Forum 1:1  pp. 148 ff. DOI logo
Hill, Kent
2020. Cognitive Linguistics, Sociocultural Theory and Content and Language Integrated Learning. Language and Sociocultural Theory 6:2  pp. 133 ff. DOI logo
Kamrani, Zahra, Zia Tajeddin & Minoo Alemi
2023. Scaffolding principles of content-based science instruction in an international elementary school. Pedagogies: An International Journal  pp. 1 ff. DOI logo
Lasagabaster, David
2017. Integrating content and foreign language learning. Journal of Immersion and Content-Based Language Education 5:1  pp. 4 ff. DOI logo
Llinares, Ana
2023. Discussion: multiple approaches in CLIL: cognitive, affective and linguistic insights. International Journal of Bilingual Education and Bilingualism 26:5  pp. 658 ff. DOI logo
Lo, Yuen Yi & Angel M.Y. Lin
2021. Teaching, learning and scaffolding in CLIL science classrooms. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115],  pp. 1 ff. DOI logo
Lo, Yuen Yi & Angel M. Y. Lin
2019. Teaching, learning and scaffolding in CLIL science classrooms. Journal of Immersion and Content-Based Language Education 7:2  pp. 151 ff. DOI logo
Nassaji, Hossein & Eva Kartchava
2019. Content-Based L2 Teaching. In The Cambridge Handbook of Language Learning,  pp. 597 ff. DOI logo
Nikula, Tarja
2016. CLIL: A European Approach to Bilingual Education. In Second and Foreign Language Education,  pp. 1 ff. DOI logo
Nikula, Tarja
2017. CLIL: A European Approach to Bilingual Education. In Second and Foreign Language Education,  pp. 111 ff. DOI logo
Ramírez-Verdugo, M. Dolores & Alfonso García de la Vega
2018. A Conceptual Reference Framework for Sustainability Education in Multilingual and Cross-Cultural Settings. In Cross-Cultural Perspectives on Technology-Enhanced Language Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 222 ff. DOI logo
Ramírez-Verdugo, M. Dolores & Alfonso García de la Vega
2021. A Conceptual Reference Framework for Sustainability Education in Multilingual and Cross-Cultural Settings. In Research Anthology on Developing Critical Thinking Skills in Students,  pp. 142 ff. DOI logo
SERCU, Lies
2021. DEVELOPING THE VOICE OF A HISTORIAN IN FRENCH-MEDIUM CLIL HISTORY COURSES. A STUDY AMONG FLEMISH ADOLESCENTS.. IJAEDU- International E-Journal of Advances in Education  pp. 155 ff. DOI logo
Sánchez Rei, Xosé Manuel
2023. Teaching L2 Galician through the traditional songbooks: The case of the direct object [+human] with the preposition a. Glottodidactica 50:2  pp. 85 ff. DOI logo
Tsuchiya, Keiko
2019. CLIL and Language Education in Japan. In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 37 ff. DOI logo
Tsuchiya, Keiko & María Dolores Pérez Murillo
2019. Conclusion: CLIL—Reflection and Transmission. In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 403 ff. DOI logo
Tsuchiya, Keiko & María Dolores Pérez Murillo
2019. Introduction: CLIL in Spain and Japan. In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 1 ff. DOI logo
Villabona, Nerea & Jasone Cenoz
2022. The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum 35:1  pp. 36 ff. DOI logo
Vázquez, Víctor Pavón, Nina Lancaster & Carmen Bretones Callejas
2020. Keys issues in developing teachers’ competences for CLIL in Andalusia: training, mobility and coordination. The Language Learning Journal 48:1  pp. 81 ff. DOI logo
Zappa-Hollman, Sandra
2018. Collaborations between language and content university instructors: factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism 21:5  pp. 591 ff. DOI logo
[no author supplied]
2023. EMI book alerts. Journal of English-Medium Instruction 2:1  pp. 101 ff. DOI logo

This list is based on CrossRef data as of 10 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
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ONIX 2.1
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U.S. Library of Congress Control Number:  2016045332 | Marc record