Research Perspectives on Policy and Practice
Edited By Stephan Breidbach and Britta Viebrock
IV Aspects of motivation
� � � �CLIL as a New Momentum for Learning? Reconsidering the Differences between Languages as Subjects and Vehicular Languages in Luxembourg Schools Marie-Anne Hansen-Pauly After a presentation of CLIL features in Luxembourg secondary education, a theoretical framework for CLIL teacher education will be introduced. It takes into account various roles of language in the learning process, intercultural elements and issues of linguistic mediation as well as questions related to academic language. Language as well as sub- ject teachers are targeted. Examples of projects with a CLIL focus allow pointing out crucial aspects of learning and the need to develop professional practitioners.1 1 Introduction The analysis of CLIL experiences and outcomes has initiated a debate about is- sues of general pedagogy and examples of best practice for (any) learning. In the wake of this discussion, which is particularly relevant for multilingual contexts, this chapter aims at presenting the situation in Luxembourg with an emphasis on the link between languages and content learning in secondary education. The main interest of this enquiry lies in the potential of CLIL for new impulses in both language and subject classes. It is inspired by cognitive, constructivist and social-constructivist theories (Vygotsky 1978, 1986, Feldman 2011). CLIL has been defined as “a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (Mehisto 2008: 9). An “additional language”, as Coyle et al. (2010: 1) explain “is often a learner’s ‘foreign language’, but it may also be a second lan-...
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