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Content and Language Integrated Learning (CLIL) in Europe

Research Perspectives on Policy and Practice


Edited By Stephan Breidbach and Britta Viebrock

Content and Language Integrated Learning has received a strong tailwind in European educational and language policies. It is on the verge of becoming a mainstream phenomenon. However, an overly speedy implementation of «CLIL for all» might bear a number of risks for all groups of stakeholders. The purpose of this book is to link the growing empirical knowledge about the full complexity of CLIL to the current European educational and language policies. The articles collected in this volume contribute to a more systematic evidence base of CLIL that has frequently been called for at a European level. This bi-lingual volume (English/German) brings together authors from several European countries to present significant findings from recent CLIL research in the light of the developments in education policy. The four parts of the book focus on the reconstruction of learning processes, learner achievement, theory-driven investigations of the concept of CLIL itself, and critical reflections on the current «CLIL boom».


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Multi- and plurilingualism in teaching and learning (MSU)


Multi- and plurilingualism Multilingualism today is a widespread social reality; plurilingualism is a part of many if not all people’s lives. Multi- and plurilingualism thus are an everyday experience. Furthermore, being plurilingual also describes a personal attitude: Aside from the ability to communicate competently in languages, plurilingualism comprises the awareness of the world as multilingual and the willingness to live and participate in multilingual contexts. Against this backdrop, multi- and pluri- lingual education clearly has a political as much as a pedagogical dimension. Schools One of the primary responsibilities of schools is to enable young people to act competently in a multilingual world. Therefore, schools need to make multi- lingualism come alive through valuing it as a pedagogical aim and ethos alike. Teaching and learning There are numerous ways to experience multi- and plurilingualism in teaching and learning. Learners may be or become plurilingual individuals. Schools are situated in multilingual communities. Even in classroom teaching multilingual settings abound on a continuum from ‘traditional’ foreign language teaching to content and language integrated learning. Seen from a semiotic perspective, even subject-matter teaching can be multilingual in placing other symbolic systems alongside language and in teaching subject-related discourse through language. Multi- and plurilingualism in teaching and learning (MSU) addresses the complexity of a multilingual world, multilingual societies and plurilingual individuals. MSU provides a forum for research representing the full spectrum of scientific enquiry into multilingual education. Contributions are welcome from all disciplines and methodological backgrounds. Stephan Breidbach (managing editor) Gerhard Bach Dieter Wolff

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