Language Use and Language Learning in CLIL Classrooms

AILA Applied Linguistics #7

by Christiane Dalton-Puffer (Editor), Tarja Nikula, Ute Smit

This volume explores a highly topical issue in second and foreign language education: the spreading practice in mainstream education to teach content subjects through a foreign language. CLIL has been enthusiastically embraced as a language enrichment measure in many contexts and finally research can offer principled insights into its dynamics and potentials. The editors’ introductory and concluding chapters offer a synthesis of current CLIL research as well as a critical discussion of unresolved issues relating both to theoretical concerns and research practice. The individual contributions by authors from a range of European contexts report on current empirical research in this dynamic field. The focus of these chapters ranges from theoretical to empirical, from learning outcomes to classroom talk, examining both the written and spoken mode across secondary and tertiary educational contexts. This volume is a valuable resource not only for researchers and teachers but also for policy makers.

295 pages, Hardcover

First published December 15, 2010

Reviews

[Azat Sultanov · Rating 3 out of 5]

Collection of papers on CLIL. This book is for scholars. Basically all of them conclude that students in CLIL classes perform better in language than those in non-CLIL classes. Although there are some problems with research of CLIL since it's mainly voluntary in schools the group of CLIL students fails to be representative of the mainstream students body. There are also other problems. 3 stars because of the impact on me. I wasn't looking for the proof. Not trying to undermine researchers' efforts.