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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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About the Authors


Lauretta D’Angelo, PhD at the Faculty of Education of University of Zaragoza (Spain) for a study on the profile of the CLIL subject teacher, is a German teacher, teacher-trainer and researcher in Milan, Italy. Her fields of research are the teaching/learning of foreign lang- uages with a particular focus on CLIL, the European dimension in education, and the construction of personal and professional identities. She has edited many publications and authored various articles for national and international journals and textbooks. Andreas Bonnet is Professor of English Language Education at the University of Hamburg, Germany. His research foci include CLIL, cooperative learning in the EFL classroom, teacher professionalisation and qualitative research methodology. He is a member of the editorial board of Zeitschrift für Qualitative Schul- und Unterrichtsforschung (ZISU). In his academic teaching, he is particularly concerned with making the students’ internships phases of reflexive teacher education and about the normative backwash of standardisation meeting a dramatic underfunding of the educational sector. Stephan Breidbach is Professor for English Language Education at the Humboldt- Universität zu Berlin, Germany. He specialises in CLIL and philosophy of (language) educa- tion. Other fields of interest are narrative research in language teacher and learner identities and the social discourse of language education. In his previous life as a school teacher, he has taught English, History, Social Studies and Drama at various grammar schools in Hamburg. Petra Burmeister is Professor of Teaching English as a Foreign Language and Linguistics at the University of Education in Weingarten,...

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