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CLIL experiences in secondary and tertiary education

In search of good practices


Edited By David Lasagabaster and Aintzane Doiz

This volume clearly documenting research into CLIL and EMI settings is welcome and timely. A range of researchers rise to the challenge of providing deeper understanding and interpretations of key issues in ways which enable readers to adapt the approaches and ideas to inform their own practices. The nature of integration underpins each chapter and each study in creative, relevant ways at different levels. Bringing together educationalists, linguists and subject specialists provides a shared context for surfacing deeply held beliefs and providing clearer pathways for closer understanding and adaptations to define, refine and support integrated learning. Moreover, integrating theoretical perspectives and research methods is also a feature of the volume which not only informs classroom practices but also goes further into the motivations which operationalize and underpin current drives towards internationalization in universities. The studies in each of the eight chapters in the volume are usefully built on an in-depth critical review of research in the field which enables the reader to carefully position the research and the challenging questions posed. (Do Coyle, University of Aberdeen)


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Introduction (Do Coyle)


Do Coyle University of Aberdeen Introduction Research into Content and Language Integrated Learning (CLIL) and related contexts where language medium learning is being developed, has exponentially increased throughout the last decade as integrated approaches to learning become increasingly established and adapted across a wide range of contexts. Whilst a specific emphasis on content or language has been developed according to the demands of contextual variables, nonetheless the complexities of integrating both content learn- ing – which may range from thematic studies to subject disciplines – and language learning – which takes into account the increasingly multilingual nature of learners – are emerging. Indeed the challenges of creating and sustaining high quality ‘climates for learning’ across all sectors of education are demanding urgent attention to be paid to monitoring classroom practices over a longer period of time. More- over greater involvement of all key stakeholders needs to be taken into account if the nature and impact of integrated learning is to be more widely understood. Thus, as CLIL research enters a more ‘confident’ and mature phase of development, issues are emerging from a broader range of more longitudinal studies, drawing on a wider range of fields of inquiry and using more empirical data which indicate the challenges ahead. Further studies are also being conducted which gather rich qualitative data from key stakeholders to inform practices and pedagogic under- standing. It is against this backdrop that this volume clearly documenting re- search into CLIL and EMI (English-medium instruction) settings in spe- cific regions of Spain is...

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