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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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Translanguaging in ESL and content-based teaching: Is it valued? (David Lasagabaster)


David Lasagabaster University of the Basque Country UPV/EHU Translanguaging in ESL and content-based teaching: Is it valued? Abstract: Translanguaging is a pedagogical practice that supports the use of the bi- lingual’s whole linguistic repertoire in order to make the most of their learning pro- cess. This paper is focused on classroom translanguaging in ESL (English as a Second Language) and content-based teaching at university level, a field of research to which little attention has been paid so far, since most of the currently available studies are concerned with pre-university education. The participants are eight university lecturers working in three different colleges in New York City who took part in discussion groups, a research tool that allows the researcher to capture and analyse ideological discourses and to ascertain different positions and contradictions. The results indicate that although translanguaging is part of their everyday teaching practice to varying degrees, there are several factors that prevent them from using it on a more regular basis. The paper con- cludes with the pedagogical implications drawn from the data gathered. Keywords: translanguaging, pedagogical practice, diversity, assessment 1. Introduction The different approaches that aim at integrating content and language instruction have a wide range of labels, content-based second language teaching being the most common in North America and CLIL (Content and Language Integrated Learning) in Europe (Tedick and Cammara- ta 2012). This chapter is focused on a North American content-based teaching context and the issues raised are closely linked to what we come across in European...

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