Contributions to Multilingualism in European Contexts
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.
JUAN MANUEL SIERRA / FRANCISCO GALLARDO DEL PUERTO / YOLANDA RUIZ DE ZAROBE Good Practices and Future Actions in CLIL: Learning and Pedagogy 1. Introduction The present chapter mirrors this volume entitled Content and For- eign Language Integrated Learning: Contributions to Multilingualism in European Contexts in the sense that it is divided into two main parts. The first part focuses on research which examines the learning dimension of Content and Language Integrated Learning (CLIL) and it takes a learner perspective, that is, it mainly analyses the effective- ness of CLIL programmes in Foreign Language (FL) contexts in terms of learners’ outcomes. The second part takes a teacher perspective and, thus, is centered on the design and implementation of CLIL pro- grammes and the many challenges ahead in connection with teacher training and pedagogy in FL settings. Hence, in the following sections, we attempt to synthesize the central issues raised by the different contributors in this volume as well as suggesting the main challenges and future actions in Content and Foreign Language Integrated Learning. 2. Language, content and learning The well-documented success of immersion programmes, with re- gard to both content and language mastery, in environments where the language used as a means of instruction is readily available out- 318 side the classroom context (Burger/Chrétien 2001; Burger et al. 1997; Genesse 1987; Lambert/Tucker 1972; Snow 1990) has paved the way for the implementation of CLIL in those environments where the language taught is not sufficiently present in the surrounding community,...
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