International Perspectives on CLIL
Description
This edited book offers culturally-situated, critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings, showcasing authentic examples of how CLIL can be applied to different educational levels from primary to tertiary. The contributors offer a research-based, critical view of CLIL opportunities, challenges and implications in the following areas: teacher education, continuing professional development, assessment, teacher-student dialogue, translanguaging, coursebooks, bilingual education, authenticity, language development and thinking skills. This wide-ranging volume will appeal to students and scholars of English Language Teaching (ELT), language policy and planning, bi- and multilingualism, and applied linguistics more broadly.
Reviews / Votes
"This edited volume is thus a welcome addition to the field, and would serve as a brilliant resource for all stakeholders looking for enhancing their pedagogical or practical CLIL models and/or practices." (Mahboubeh Rakhshandehroo, RELC Journal, October 7, 2021)"This volume takes a global stance by a careful selection of contributions from well-established international researchers on CLIL teaching and learning practices . . The suggested readings and engaging priorities will leave readers with insightful resources to probe on. We find this volume a highly recommended reading, and it will appeal to those interested in understanding empirical and theoretical forefronts in CLIL and will shed light on English language teaching, teacher professional development as well as bilingual or multilingual education." (Xiaolan He and Zhiwu Zhang, Frontiers in Psychology, frontiersin.org, August 17, 2021)
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Persons
Chantal Hemmi is an Associate Professor at Sophia University, Japan.
Darío Luis Banegas is a Lecturer at the University of Strathclyde and an Associate Fellow at the University of Warwick, UK.