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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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CLIL: Approaching content through communicative interaction



Jana Roos, University of Paderborn, Germany

1. Introduction

One main reason why Content and Language Integrated Learning (CLIL) has gained popularity as a teaching approach in Europe is that its implementation is seen as a chance to develop the learning of both content and language (Wolff, 2005). It has been shown that learning subject matter in the target language significantly increases learners’ exposure to that language and offers possibilities for its authentic and meaningful use (Lyster, 2007: 2; Nikula et al., 2013: 71). In this sense, communicative interaction plays a central role in CLIL. Not only does it stimulate language learning processes by providing opportunities for negotiation of meaning, but it also makes it possible to take other general principles of CLIL into account, as it allows for an active role for the learner and can help to create contexts for learning by construction (Kupetz, Woltin, this volume).

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