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Content and Language Integrated Learning by Interaction


Edited By Rita Kupetz and Carmen Becker

Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism in Europe by teaching various school subjects in an additional language. The practices used, however, vary considerably. Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning, language learning and skill development in task-based learning settings, with a strong focus on interaction in different curricular contexts (primary and secondary school and CLIL teacher education at university) and at various levels of proficiency (primary, secondary, tertiary). CLIL by Interaction is understood here both as negotiation of meaning and form as well as discourse to empower CLIL learners to participate in social interaction.
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Language education policy and CLIL principles


Rita Kupetz and Alexander Woltin, Leibniz Universität Hannover, Germany

1. CLIL and education policy

The first bilingual programmes in Germany arose from post-war cooperation efforts between Germany and France (the Élysée Contract). These programmes focused on a partnership by developing the target language as the language of the partner. Thus, the German bilingual programme has a past of strong linguistic and intercultural emphasis due to socio-historical reasons back in 1963. This focus has changed over the last 50 years because the plurilingual background of the learners, who are partially or fully bilingual, had to be considered as well (Lyster, 2007: 1, Bongartz, Rymarczyk, 2010: 7f., Breidbach, Viehbrock, 2012: 10f., Königs, 2013: 34f.). Consequently, more languages are now involved in bilingual teaching settings, due to a diverse learner and teacher clientele. The potential for multilingualism is central since language policies desire that students acquire two foreign languages in addition to their first language (L1) (Wolff, 2013: 18). The re-cognition of the importance of the L1 in all learning processes, which could be the home language for students with migration backgrounds, is a part of this new orientation, which is discussed in detail in the context of the Canadian language situation, where territorial bilingualism occurs (Wesche, 2002, Swain, Lapkin, 2005). Bilingual branches teaching content in a foreign language at school level have been offered in Germany since the 1960s, and Content and Language Integrated Learning (CLIL) has been popular since the 1990s in...

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