Content and Language Integrated Learning

Evidence from Research in Europe

Edited by Yolanda Ruiz de Zarobe, Dr. Rosa María Jiménez Catalán

Publication date:

11 May 2009

Publisher

Multilingual Matters

Dimensions:

234x156mm
6x9"

ISBN-13: 9781847691668

This book contributes to the growth of interest in Content and Language Integrated Learning (CLIL), an approach to second/foreign language learning that requires the use of the target language to learn content. Within the framework of European strategies to promote multilingualism, CLIL has begun to be used extensively in a variety of language learning contexts, and at different educational systems and language programmes. This book brings together critical analyses on theoretical and implementation issues of Content and Language Integrated Learning, and empirical studies on the effectiveness of this type of instruction on learners’ language competence. The basic theoretical assumption behind this book is that through successful use of the language to learn content, learners will develop their language proficiency more effectively while they learn the academic content specified in the curricula.

Foreword - David Marsh

Introduction - Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán

Part 1. Theoretical and Implementation Issues of Content and Language Integrated Learning

Chapter 1. Spanish CLIL: Research and Official Actions - Almudena Fernández Fontecha

Chapter 2. Effective CLIL Programmes - Teresa Navés

Chapter 3. Developing Theories of Practices in CLIL: CLIL as Postmethod Pedagogies? - Rolf Wiesemes

Part 2. Studies in Content and Language Integrated Learning

Chapter 4. Testing the Effectiveness of CLIL in Foreign Language Contexts: The Assessment of English Pronunciation - Francisco Gallardo del Puerto, Esther Gómez Lacabex and María Luisa García Lecumberri

Chapter 5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL vs. non-CLIL Instruction - Rosa María Jiménez Catalán and Yolanda Ruiz de Zarobe

Chapter 6. Young Learners’ L2 Word Association Responses in Two Different Learning Contexts - Soraya Moreno Espinosa

Chapter 7. The Role of Spanish L1 in the Vocabulary Use of CLIL and non-CLIL EFL Learners - María del Pilar Agustín Llach

Chapter 8. Themes, and Vocabulary in CLIL and non-CLIL Instruction - Julieta Ojeda Alba

Chapter 9. Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL vs. non-CLIL - Izaskun Villareal Olaizola and María del Pilar García Mayo

Chapter 10. The Acquisition of English Syntax by CLIL Learners in the Basque Country - María Martínez Adrián and M. Junkal Gutiérrez Mangado

Chapter 11. Communicative Competence and the CLIL Lesson - Christiane Dalton-Puffer

Chapter 12. CLIL in Social Science Classrooms: Analysis of Spoken and Written Productions - Rachel Whittaker and Ana Llinares

This volume promises to become a landmark in the evolution of CLIL in Europe. The authors provide a wealth of research evidence on all aspects of language learning in CLIL programs. Their findings will reassure CLIL educators about the benefits of CLIL and at the same time provoke valuable discussion about the next steps to be taken in developing even more effective forms of CLIL. Research does not have all the answers, but it can certainly stimulate reflection and discussion as stakeholders seek answers to challenging issues in CLIL and this book will definitely catalyze valuable discussions.