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E-raamat: Multilingual Education under Scrutiny: A Critical Analysis on CLIL Implementation and Research on a Global Scale

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  • Formaat: PDF+DRM
  • Ilmumisaeg: 26-Jul-2022
  • Kirjastus: Peter Lang AG
  • Keel: eng
  • ISBN-13: 9783631883617
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Multilingual Education under Scrutiny: A Critical Analysis on CLIL Implementation and Research on a Global ScaleSuurem pilt
  • Formaat: PDF+DRM
  • Ilmumisaeg: 26-Jul-2022
  • Kirjastus: Peter Lang AG
  • Keel: eng
  • ISBN-13: 9783631883617
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The monography reflects on the hot topics of CLIL across different contexts. It discusses on its theoretical and pedagogical foundations, its effectiveness for language and content learning, the acquisition of literacy in the mother tongue, and quality of initial and inservice teacher training.



This monograph provides a comprehensive insight into the overriding hot topics regarding the implementation of bilingual education type CLIL (content and language integrated learning) that have been recently spotlighted by researchers and different stakeholders, including families and students. The authors analyse the multiple faces of CLIL as a global and ecological phenomenon and examine the potential of CLIL to guarantee effective language learning, along with preservation of adequate levels of content acquisition and satisfactory development of the mother tongue. The role of pre-service and in-service teacher training in unfolding CLIL is scrutinized, among other burning issues such as egalitarianism and sustainability of the approach.

Dedication 5(2)
Foreword 7(2)
References 9(2)
Acknowledgement 11(2)
Multilingual education under scrutiny: A critical analysis on CLIL implementation and research on a global scale 13(6)
Part I CLIL as a global trend
19(32)
Chapter 1 An international review of multilingual education: CLIL across continents
21(16)
1.1 European CLIL
22(6)
1.2 CLIL beyond the European Union
28(2)
1.3 Influencing factors in CLIL implementation at the international level
30(1)
1.4 The crucible of CLIL
31(2)
Bibliography
33(4)
Chapter 2 The multiple faces of CLIL
37(14)
2.1 From the theoretical foundations of European CLIL to a multimodal approach
38(3)
2.2 Beyond the 4Cs: Affective factors and attention to diversity in CLIL classrooms
41(4)
2.2.1 Affective factors in CLIL: Authenticity and motivation
41(2)
2.2.2 Attention to diversity in CLIL
43(2)
2.3 CLIL as an ecological phenomenon
45(2)
Bibliography
47(4)
Part II Assessing CLIL outcomes: Language and content learning and impact on the mother tongue
51(54)
Chapter 3 Empirical studies on the effectiveness of CLIL for language learning
53(16)
3.1 Language learning as the main rationale for CLIL
53(1)
3.2 The debate about the affected and unaffected language competences
54(2)
3.3 CLIL and development of oral skills
56(5)
3.3.1 The case of listening comprehension
56(3)
3.3.2 Oral production as the most evident benefit
59(2)
3.4 Critical views on the contribution of CLIL to language learning
61(1)
3.5 Updated empirical studies on language outcomes and future paths ahead
62(2)
Bibliography
64(5)
Chapter 4 Content acquisition in CLIL settings: From pedagogical guidelines to empirical outcomes
69(18)
4.1 The role of contents in CLIL
69(3)
4.2 The integrated learning in formal education
72(2)
4.3 Pedagogical frameworks to enhance the integrated learning
74(5)
4.4 Research on content outcomes: Main challenges of the integration under scrutiny
79(2)
4.5 Future lines of study on content learning
81(1)
Bibliography
82(5)
Chapter 5 Research-based findings on development of the mother tongue in CLIL programmes
87(18)
5.1 Acquisition of literacy in the LI in immersion programmes: The paradigm of Canada
88(2)
5.2 Lessons learnt from the Canadian immersion experience on mother tongue acquisition
90(2)
5.3 Literacy development in LI in CLIL: The case of maximal L2 input settings
92(2)
5.4 The case of Spain: Mother tongue and CLIL in bilingual and monolingual settings
94(4)
5.5 Final considerations: Pedagogical guidelines related to the role of languages in CLIL and future lines of work
98(2)
Bibliography
100(5)
Part III Preservice and inservice CLIL teacher training
105
Chapter 6 Critical analysis of initial teacher education for CLIL
107(16)
6.1 CLIL education at university
108(4)
6.1.1 The repercussions of Bologna on the design of education degrees
109(1)
6.1.2 Postgraduate offer to cater for CLIL education
110(2)
6.2 Meeting the challenges of prospective CLIL teachers: The need for a multivariate analysis
112(3)
6.3 Context analysis of preservice CLIL teacher education in different countries: The case of Spain, USA and Japan
115(3)
Bibliography
118(5)
Chapter 7 Inservice teacher training: Contentious issues and pending tasks
123
7.1 Conceptualising and defining CLIL teacher training: The "problem" of heterogeneity of profiles and backgrounds
124(5)
7.2 The design of training courses on CLIL: Pre-while-postCLILing
129(4)
7.3 Inservice training initiatives in different contexts
133(1)
7.3.1 Asociacion "Ensenanza Bilingue", EB Spain
133(1)
7.3.2 National Association for Bilingual Education, NABE
133(1)
7.3.3 Japan CLIL Pedagogy Association, J-CLIL
134(1)
Bibliography
134
Esther Nieto Moreno de Diezmas is a senior lecturer and researcher of the Department of Modern Languages in the Faculty of Education of the University of Castilla-La Mancha (Spain). Her main research interests are bi- and multilingual education, CLIL and Family Language Policy. She has extensively published her investigations in indexed scientific journals and reputed publishing houses and has been invited as a visiting scholar in prestigious universities, such as Queen University Belfast and the Universities of Cardiff, Southampton, Lisbon, Milan and Bologna, among others.









Magdalena Custodio Espinarteaches and researches in CLIL and EFL in the Faculty of Human and Social Sciences at Universidad Pontificia de Comillas (Spain). Her research interests include teacher training, didactic programming, CLIL, FLT, ELT and co-teaching.
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