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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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Peer-to-peer scaffolding in a primary school science class


Carmen Becker, Leibniz Universität Hannover, Germany

1. CLIL in science at primary level

Science seems to be the most favoured subject for teaching content matter through a foreign language at primary level in Germany (Burmeister, Ewig, 2010: 100). The specific German primary level subject Sachunterricht “comprises various areas within the natural and social sciences” (Burmeister, Ewig, 2010: 100) such as Biology, History and Geography. According to Burmeister and Ewig (2010: 100) the popularity of science for CLIL stems from the direct nature of the “comprehensible contexts” that can be dealt with.

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