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International Perspectives on CLIL (International Perspectives on English Language Teaching) 1st ed. 2021 Edition Chantal Hemmi (Editor) full chapter instant download
International Perspectives on CLIL (International Perspectives on English Language Teaching) 1st ed. 2021 Edition Chantal Hemmi (Editor) full chapter instant download
International Perspectives on CLIL (International Perspectives on English Language Teaching) 1st ed. 2021 Edition Chantal Hemmi (Editor) full chapter instant download
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INTERNATIONAL PERSPECTIVES ON
ENGLISH LANGUAGE TEACHING
International
Perspectives on CLIL
Edited by
Chantal Hemmi
Darío Luis Banegas
International Perspectives on English Language
Teaching
Series Editors
Sue Garton
Aston University
School of Languages and Social Sciences
Birmingham, UK
Fiona Copland
University of Stirling
Stirling, UK
Global meets local in Palgrave’s exciting new series, International Perspectives
on English Language Teaching. This innovative series is truly international,
with each volume providing the opportunity to compare and learn from expe-
riences of researchers and teachers around the world; is based on cutting edge
research linked to effective pedagogic practice; shows how developing local
pedagogies can have global resonance. Each volume focuses on an area of
current debate in ELT and is edited by key figures in the field, while contributors
are drawn from across the globe and from a variety of backgrounds.
International
Perspectives on CLIL
Editors
Chantal Hemmi Darío Luis Banegas
Center for Language Education and Research School of Education
Sophia University University of Strathclyde
Tokyo, Japan Glasgow, UK
This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Series Editor Preface
There are a number of topics that cause lively discussions in ELT circles, and
we suspect that CLIL is often top of the list. Some of the questions we know
which are discussed include, what exactly is CLIL? Is it about teaching lan-
guage or about teaching content? Is it elitist? Isn’t it just the latest in a long
line of language teaching methods? Who should teach it? The answers can
lead to heated debate and disagreement, as well as to developing understand-
ing. In taking a global perspective on current CLIL teaching and learning, this
volume responds to these and many other questions and greatly enhances our
knowledge of how CLIL is implemented around the world.
In 2012, Pérez-Cañado described CLIL as “the increasingly acknowledged
European approach to bilingual education” (p. 316). Since then, CLIL has
rapidly spread, especially to Latin America (see for example, Banegas, Poole,
& Corrales, 2020), and to Asia (see for example, Wei & Feng, 2015), where
it has naturally been adapted to the local conditions. In chapter “CLIL: An
Overview”, the editors of the volume trace this development as well as give an
overview of the origins of CLIL, its theoretical underpinnings and the multi-
plicity of definitions that now exist. However, the editors maintain that
despite the competing views of what CLIL is—which have inevitably arisen
because of the diaspora—the dual approach of language and content remains
(Coyle et al., 2010); it is certainly not the case that ‘anything goes’.
The evolution of theoretical understandings can, however, be a source of
controversy. One of us, working on a CLIL project in Ukraine, was con-
fronted with the very strong conviction by a European partner that language-
driven CLIL is not CLIL. However, it is important to recognise and accept
the different versions of CLIL as examples of contextually appropriate
v
vi Series Editor Preface
References
Banegas, D. L., Poole, P. M., & Corrales, K. A. (2020). Content and language inte-
grated learning in Latin America 2008–2018: Ten years of research and practice.
Studies in Second Language Learning and Teaching, 10(2), 283–305.
Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning.
Cambridge, UK: Cambridge University Press.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge, UK:
Cambridge University Press.
Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future.
International Journal of Bilingual Education and Bilingualism, 15(3), 315–341.
Sylvén, L. K. (2013). CLIL in Sweden–Why does it not work? A metaperspective on
CLIL across contexts in Europe. International Journal of Bilingual Education and
Bilingualism, 16(3), 301–320.
Wei, R., & Feng, J. (2015). Implementing CLIL for young learners in an EFL con-
text beyond Europe. English Today, 31(1), 55–60.
Acknowledgements
We would like to thank our families, colleagues, IPELT series editors Sue
Garton and Fiona Copland, and Palgrave associate editor Alice Green for
their guidance and support.
ix
Abstract
This volume offers critical accounts of CLIL practices and professional aware-
ness from 9 different countries and 12 educational contexts: Argentina,
Australia, Austria, Brazil, Colombia, Japan, Spain, Taiwan, and the United
States. Each chapter in Section I offers insight into how CLIL has been imple-
mented around the world in different ways, and offers an insight into CLIL
theory and approaches applied in practice. Section II shares different experi-
ences in the training of CLIL at different levels and types: masters and under-
graduate level, CLIL applied in EMI and in-service training on CLIL. This
section ends with a critical account of coursebooks and an insightful chapter
on how CLIL has taken off as a commercial commodity, leaving a number of
methodological and educational challenges for practitioners and learners.
This volume leaves the reader with a number of insightful pedagogical goals
for the future to alter and navigate our approaches to CLIL in diverse educa-
tional developments.
xi
Contents
LIL: An Overview 1
C
Chantal Hemmi and Darío Luis Banegas
The Start and Development of CLIL 1
CLIL Underpinnings 2
CLIL Features and Frameworks 6
CLIL Research 8
Structure of the Volume 12
References 15
CLIL Practices 21
xiii
xiv Contents
Conclusion 255
Suggested Further Reading 255
Engagement Priorities 256
References 256
Index297
Notes on Contributors
xix
xx Notes on Contributors
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