Información General

• Autores: Darío Luis Banegas (dir.), Sandra Zappa-Hollman (dir.)
• Editores: Taylor & Francis Group, Routledge
• Año de publicación: 2024
• Colecciones: Routledge Handbooks in Applied Linguistics
• País: Reino Unido
• Idioma: inglés
• ISBN: 978-1-032-00195-1, 978-1-032-00196-8
• Texto completo no disponible (Saber más ...)

Resumen

• Content and language integrated learning (CLIL) is an increasingly popular educational approach given its dual focus on enabling learners to acquire subject-matter through an additional language, while learning this second language in tandem with content. This Handbook provides a comprehensive overview of recent CLIL developments, illustrating how CLIL has been uniquely conceptualised and practised across educational and geographical contexts.

  Divided into six sections, covering language and language teaching, core topics and issues, contexts and learners, CLIL in practice, CLIL around the world, and a final section looking forward to future research directions, every chapter provides a balanced discussion of the benefits, challenges and implications of this approach. Representing the same diversity and intercultural understanding that CLIL features, the chapters are authored by established as well as early-career academics based around the world.

  The Routledge Handbook of Content and Language Integrated Learning is the essential guide to CLIL for advanced students and researchers of applied linguistics, education and TESOL.

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• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Language and language teaching in CLIL

    • CLIL and linguistics

      Ana Llinares

      págs. 11-27

      

    • Translanguaging in CLIL

      Pat Moore

      págs. 28-42

      

    • CLIL and language teaching approaches

      Raul Albuquerque Paraná, Sávio Siqueira, Julia Landau

      págs. 43-56

      

    • CLIL and English for specific purposes

      Gabriela Tavella, Soledad Loutayf

      págs. 57-68

      

    • CLIL and English-medium instruction

      Joyce Kling, Slobodanka Dimova

      págs. 69-83

      

    • Epistemological and methodological trends in CLIL research

      José M. Goris

      págs. 84-96

      

  • Core topics and issues

    • CLIL and educational policy

      Yolanda Ruiz de Zarobe

      págs. 99-111

      

    • L2 proficiency and development in CLIL

      Christiane Dalton-Puffer, Silvia Bauer-Marschallinger

      págs. 112-126

      

    • Cognitive development in CLIL

      Alberto Fernández Costales

      págs. 127-140

      

    • Intercultural citizenship as CLIL in foreign language education

      Melina Porto

      págs. 141-159

      

    • CLIL and professional development

      Limin Yuan, Yuen Yi Lo

      págs. 160-176

      

    • Collaboration between CLIL teachers

      Josephine Moate

      págs. 177-191

      

  • Contexts and learners

    • CLIL with heritage languages

      Joanna McPake

      págs. 195-209

      

    • CLIL with languages other than English

      Kim Bower

      págs. 210-224

      

    • Doing CLIL with primary learners: From principles to practice

      Fabiana Fazzi, Marcella Menegale

      págs. 225-237

      

    • CLIL with secondary school learners

      Veronico N. Tarrayo, Philippe Jose S. Hernandez

      págs. 238-251

      

  • CLIL in practice

    • Teachers’ perceptions, beliefs, and attitudes on CLIL

      Jermaine S. McDougald

      págs. 255-267

      

    • The learner’s perspective on CLIL: Attitudes, motivations, and perceptions

      Xabier San Isidro, María Luisa Pérez Cañado

      págs. 268-283

      

    • Instructional scaffolding in CLIL: An overview of theory and research

      Karina Rose Mahan

      págs. 284-298

      

    • Classroom interaction in CLIL

      Dongying Li

      págs. 299-312

      

    • CLIL challenges in designing learning experiences

      Liz Dale, Tessa Mearns

      págs. 313-327

      

    • CLIL materials: From theory to practice

      Laura Karabassova, Nurziya Oralbayeva

      págs. 328-340

      

    • Corrective feedback in CLIL

      Ruth Milla Melero, María del Pilar García Mayo

      págs. 341-354

      

    • Assessment in CLIL

      Takanori Sato

      págs. 355-370

      

  • CLIL around the world

    • CLIL in various forms around the world

      Liss Kerstin Sylvén, Keiko Tsuchiya

      págs. 373-386

      

    • CLIL in the Nordic countries

      Sotiria Varis, Anssi Roiha

      págs. 387-402

      

    • CLIL in The Netherlands: Three decades and innovation and development

      Tessa Mearns, Evelyn van Kampen, Wilfried Admiraal

      págs. 403-418

      

    • CLIL in Italy

      Jacqueline Aiello, Emilia Di Martino

      págs. 419-432

      

    • CLIL in Ecuador

      Juanita Argudo, Tammy Fajardo Dack, Mónica Abad

      págs. 433-445

      

    • CLIL in Colombia

      Kathleen A. Corrales, Paige M. Poole

      págs. 446-460

      

    • The CLIL experience in Cameroon

      Innocent Mbouya Fassé, Alain Flaubert Takam

      págs. 461-474

      

    • Current practice and research of CLIL in Japan

      Chantal Hemmi

      págs. 475-488

      

    • CLIL in Taiwan

      Wenhsien Yang

      págs. 489-503

      

  • Looking forward

    • CLIL: Critical perspectives

      Bong-gi Sohn

      págs. 507-520

      

    • CLIL: Future directions

      Tom Morton

      págs. 521-535

      

    • Coda: Carpe diem

      Do Coyle

      págs. 536-541