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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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Stephan Breidbach / Britta Viebrock: CLIL: Complementing or Compromising Foreign Language Teaching? Effects and Perspectives of Education Policy Plans 11 I Conceptual reflections Peeter Mehisto: Integrating CLIL with Other Mainstream Discourses 25 Bettina Deutsch: ,Mehrsprachigkeit‘ und ‚CLIL‘ – zwei unverbundene Konzepte in der europäischen Sprachen- und Bildungspolitik? 51 Henriette Dausend / Daniela Elsner / Jörg-U. Keßler: Bilingual, offen, konzeptlos – Was Schulen mit reformpädagogischen Bildungskonzepten zum fremdsprachlichen Lernen versprechen und nicht halten 65 II CLIL teachers and teacher education Özlem Etus: Transnationalism in Education: CLIL Experience in Turkey 87 Lauretta D’Angelo: The Construction of the CLIL Subject Teacher Identity 105 Francesca Costa: “Dealing with the Language Aspect? Personally, No.” Content Lecturers’ Views in an ICLHE Context 117 Julia Hüttner / Christiane Dalton-Puffer: Der Einfluss subjektiver Sprachlerntheorien auf den Erfolg der Implementierung von CLIL-Programmen 129 Petra Burmeister / Michael Ewig / Evelyn Frey / Marisa Rimmele: CLIL-Teacher Training at the University Level: Bridging the Gap between Theory and Practice 145 III Learning processes and achievement Irina Adriana Hawker: The CLIL Learning Experience: Strategies and Underlying Knowledge Employed by Limited English Primary School Students during Conceptual and Linguistic Comprehension 159 Dominik Rumlich: Students’ General English Proficiency Prior to CLIL: Empirical Evidence for Substantial Differences between Prospective CLIL and Non-CLIL Students in Germany 181 Ulrich Wannagat: Sprachlernprozesse im bilingualen Geschichtsunterricht 203 IV Aspects of motivation Marie-Anne Hansen-Pauly: CLIL as a New Momentum for Learning? Reconsidering the Differences between Languages as Subjects and Vehicular Languages in Luxembourg Schools? 221 Katja Lochtmann...

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