International Perspectives on CLIL (International Perspectives on English Language Teaching)

This edited book offers culturally-situated, critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings, showcasing authentic examples of how CLIL can be applied to different educational levels from primary to tertiary. The contributors offer a research-based, critical view of CLIL opportunities, challenges and implications in the following areas: teacher education, continuing professional development, assessment, teacher-student dialogue, translanguaging, coursebooks, bilingual education, authenticity, language development and thinking skills. This wide-ranging volume will appeal to students and scholars of English Language Teaching (ELT), language policy and planning, bi- and multilingualism, and applied linguistics more broadly. Chantal Hemmi is an Associate Professor at Sophia University, Japan. Dario Luis Banegas is a Lecturer at the University of Strathclyde and an Associate Fellow at the University of Warwick, UK Series Editor Preface References Acknowledgements Contents Notes on Contributors Abbreviations List of Figures List of Tables CLIL: An Overview The Start and Development of CLIL CLIL Underpinnings Definitions of CLIL CLIL Features and Frameworks The Language Triptych CLIL Research Structure of the Volume References CLIL Practices Authenticity and Motivation in CLIL: Creating a Meaningful Purpose by Experiencing the Language in Use Introduction Language and Authenticity (and Thus Motivation) CLIL and Authenticity of Purpose The Authentic Motivation Assumption in CLIL How Educational Authenticity Relates to CLIL Practical Strategies for Calibrating Authenticity Through Metacognition and Negotiation The Writing Workshop Class Finding an Authentic Purpose for Using Citations Strategies, Metacognition and Negotiation Conclusion and Pedagogical Implications Suggested Further Reading Engagement Priorities References Assessing Students’ Learning of History Content in Spanish CLIL Programmes: A Content and Language Integrated Perspective Why a Chapter on Assessment in CLIL History? The Challenge of Teaching and Learning History in CLIL The Importance of Writing in History Translating Educational Learning Objectives into Levels of Complexity and Specificity: The CDF Model A Proposal of a Framework for an Integrated Analysis Application of the Proposed Framework Implications of the Study Suggested Further Reading Engagement Priorities Appendix A: Rubric for Assessing History Content and Language Integration Appendix B: Example of Assessment Through T/F Statements References Current Practice and Challenges of Assessment in CLIL in a Japanese University Context Introduction Assessing Content and Critical Thinking Assessing Factual Recall and Understanding Assessing Thinking Skills The Studies and Educational Context Study 1: CLIL Practitioners’ Assessment Practices Teachers’ Professional Background and Interview Procedures Essay and Presentation Tasks Assessment Criteria Study 2: Student Perceptions of Assessment in CLIL Courses Student Questionnaire Student Perceptions Regarding Assessment on CLIL Courses Student Opinions Regarding Assessment in CLIL Courses Pedagogical Implications Suggested Further Reading Engagement Priorities References Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia Introduction Why Translanguaging in CLIL? CLIL in Colombia Translanguaging in Science Lessons Heating the Meaning of Global Warming Translanguaging in the Language of Science Concluding Remarks Suggested Further Reading Engagement Priorities References The Role of the Essential Question in Eliciting Critical Thinking in CLIL Classes at a Japanese University Introduction Classroom Interaction Types of Questions in Classrooms The Learning Context How we Analysed the Interactions Dialogue in Teacher–Student Interactions The Big Picture in Whole Class Discussions The Role of Questions for Abstract Concepts The Role of Questions for Eliciting Students’ Ideas Dialogue in Student–student Interactions The Big Picture in Student–student Interaction The Role of Questions for Abstract Concepts Lessons Learnt from This Study Teacher–student Interaction The Input Session The Output Session Student–student Interaction Conclusions and Way Ahead Suggested Further Reading Engagement Priorities References Developing Intercultural Competence: A Comparison of CLIL and Language Majors Before and After Industrial Placements Is (Inter)Cultural Awareness Missing from the CLIL Approach? What is the CQS, and Why is CQ Important in CLIL Education? Expanding Internationalisation at Home or Abroad for CLIL Learners The Experience CQ Performance in the Language-Driven and Content-Driven CLIL Programmes Pre- and Post-Internship Overall CQ Performance Under the CLIL Approach Pre- and Post-Internship Pedagogical Implications for Internationalisation at Home Wrapping up Suggested Further Reading Engagement Priorities Appendix A: CQS (Adapted from Ang et al., 2007) References CLIL Professional Development and Awareness The Role of CLIL in Learning About TESOL: Reflections from an Australian Master of TESOL Course Introduction CLIL Context The Role of CLIL in Framing TESOL as Bilingual Education The Role of CLIL in Pedagogy Discussion Implications Suggested Further Reading Engagement Priorities References CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts Introduction Why a Study into Training Needs? Which Topics are Covered in Previous Research? How has the Study been Conducted? What are the Results? Overall Outcomes: Teacher Perspectives Overall Outcomes: Student Perspectives Across-cohort Comparison Where are we Headed in the Future? Mapping out Future Pathways for Progression Conclusion Suggested Further Reading Engagement Priorities References Top-Down and Bottom-Up CLIL Teacher Development: Lessons Learned from Austrian In-Service CLIL Teacher CPD Introduction The Aims of the CLIL CPD Initiative in Austria Factors in Austrian CLIL CPD Managing CLIL CPD Content Teachers Resources Learners School Factors Content, Methodology and Materials of Austrian CLIL CPD Delivering Austrian CLIL in Schools and Colleges Engagement means Enthusiasm Structure means Guidance Support means Training Deploying Know-how and Training Evaluating, Revising and Updating Austrian CLIL: What makes it Successful Implications Suggested Further Reading Engagement Priorities References Developing the C in Content and Language Integrated Learning: Teacher Preparation That Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training Introduction The US Context: Roles and Responsibilities Teacher Development and ENL Student Success A Better Way to Prepare Teachers for CLIL Settings? Teacher Collaboration: Promising Ways to Bring Teachers Together Long-Term Benefits of Developing Collaborative Practices in the Teacher Preparation Setting Research Questions Findings and Discussion Continued Collaboration Co-planning Continued Professional Growth Pedagogical Implications Suggested Further Reading Engagement Priorities Appendix A: Course Structure References Language-Driven CLIL in Primary Education: An Analysis of General English Coursebooks in Argentina Introduction CLIL and Coursebooks The Study General Features Content Culture Communication Sources of Input and the Four Skills Grammar, Vocabulary, and Pronunciation Cognition Key Learnings from the Analysis Conclusion Suggested Further Reading Engagement Priorities References Sistemas Educacionais (SE) and CLIL Developments in Brazil: From Promises to Prospects Introduction SE and CLIL in Brazil: Some Background Looking into SE Discourse on CLIL Global Mobility and Citizenship Fluency The Bilingual Advantage Content-mediated Natural/Easy Learning Fun/Playful Learning Hands-on Learning Relevant Learning Quality and Superiority Foreign Authentication Lessons from Brazil’s SE in the Expansion of CLIL Conclusion Suggested Further Reading Engagement Priorities Appendix A References CLIL: Present and Future Introduction Contexts Lessons Learnt CLIL Practices CLIL Professional Development and Awareness The Way Forward Designing CLIL Preparing for CLIL Implementing CLIL Conclusion References Index