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Empirical Perspectives on CLIL Classroom Discourse


Edited By Christiane Dalton-Puffer and Ute Smit

Similar to immersion, Content and language Integrated Learning (CLIL) combines second language education with other content-subjects and has become an important educational approach in many parts of the world. Only recently research on CLIL classrooms has started to emerge on the international scene. This volume presents current work dealing with classrooms located in Australia, Austria, Belgium, Finland, Germany and the UK, focussing on various dimensions of classroom talk such as oral proficiency, repair, the structure of learning opportunities, cognitive effects, pragmatic differences from traditional EFL lessons as well as issues of research methodology. These are complemented by the discussion of educational policies and the perceptions and attitudes of CLIL teachers.


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Piet van de Craen, Evy Ceuleers, Katja Lochtman, Laure Allain, Katrien Mondt - An interdisciplinary research approach to CLIL learning in primary schools in Brussels 253


An interdisciplinary research approach to CLIL learning in primary schools in Brussels Piet van de Craen, Evy Ceuleers, Kat) a Lochtman, Laure Allain, Katrien Mandt 1. Introduction Belgium is a federal state consisting of three regions: Flanders, the Wal- loon Region and the Brussels Capital Region. The official language of Flanders is Dutch and that of the Walloon Region is French with German being the official language in a small area near the German border. Brus- sels is an officially bilingual city where French and Dutch have equal status. Each community provides its own education. This means that in Brussels there are two separate monolingual educational systems, one Dutch- and the other one French-speaking. Although French is the most frequently used language in Brussels, the knowledge of both French and Dutch has high status (Janssens 2001). This is linked to the city's socio-economic development which has made bilingualism French-Dutch important for career opportunities (see Locht- man and Ceuleers 2005). Traditionally, Dutch-speakers pick up French rather easily, since it is the default language. French-speakers do not have this advantage because of the dominant position of their L 1. In order to ensure the bilingual development of their children, many French-speaking parents send their children to Dutch-speaking schools. A large-scale sur- vey (Janssens 2001) has indicated that around 75% of the city's inhabi- tants are in favour of some kind of bilingual education. In response to this demand, a number of primary schools in Brussels have organised CLIL education since 2001 (Lochtman...

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