Show Less

Content and Foreign Language Integrated Learning

Contributions to Multilingualism in European Contexts

Series:

Edited By Yolanda Ruiz de Zarobe, Juan Manuel Sierra and Francisco Gallardo del Puerto

This book received the XV Research Award of the Spanish Association of Applied Linguistics (XV Premio de Investigación de la Asociación Española de Lingüística Aplicada) 2012.
The present volume bears witness to the Europewide character of the Content and Language Integrated Learning (CLIL) enterprise by featuring contributions from researchers and teacher-educators from a range of European countries spanning the geographical expanse of the continent from east (Estonia) to west (United Kingdom) and from north (Finland) to south (Spain, Italy). More importantly, the different national contexts are characterised by diverse cultural stances and policies vis-à-vis second and foreign language learning in general and learning specific languages in particular and it is evident that such contextual factors impinge on what are identified as central concerns both in CLIL implementation and research.

Prices

Show Summary Details
Restricted access

CHRISTIANE DALTON-PUFFER

Extract

Foreword Three factors are currently putting pressure on Europe’s traditionally monolingual national education systems: the internationalisation of communication, the increasing diversification of populations as a re- sult of mobility and immigration, and the need to strive for the inte- gration of the Union by enhancing the multilingualism of its citizens. One of the responses over the last 15 years has been to propagate an educational approach where an additional language is used as the language of instruction in a number of school subjects. These prac- tices (and there is in reality a considerable variety of them) are now commonly referred to as Content-and-Language-Integrated Learn- ing (CLIL). The present volume bears witness to the Europe-wide character of the CLIL enterprise by featuring contributions from re- searchers and teacher-educators from a range of European countries spanning the geographical expanse of the continent from east (Esto- nia) to west (United Kingdom) and from north (Finland) to south (Spain, Italy). More importantly, the different national contexts are characterised by diverse cultural stances and policies vis a vis second and foreign language learning in general and learning specific lan- guages in particular and it is evident that such contextual factors im- pinge on what are identified as central concerns both in CLIL imple- mentation and research. In this sense, then, it can be assumed that most aspects will resonate also with readers from other parts of the world. To only highlight the diversity of CLIL in Europe would, how- ever, be a misrepresentation: a common...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.