CLIL

‘Conceptualising Integration in CLIL and Multilingual Education’ (Eds. Tarja Nikula, Emma Dafouz, Pat Moore and Ute Smit) was published in August 2016. The volume, which features publications from active CLIL ReN members, has been described as “a key step in establishing an understanding of language and content in CLIL and multilingual education. The authors provide a wealth of research offering valuable new insights into curriculum and pedagogy planning, participant perspectives and classroom practices, while introducing a conceptual framework to integration in CLIL.” The book is available for purchase and more information can be found here.

For the 18th World Congress of Applied Linguistics (Rio de Janeiro, July 2017), the CLIL Research Network is pleased to announce the symposium “Individual Factors in CLIL Teachers and Learners.”

The following papers will be presented:

• Elisa Hidalgo McCabe & María Fernández Agüero (Universidad Autónoma de Madrid): Individual factors influencing CLIL student choices in the transition from primary to secondary
• Thomas Somers & Ana Llinares (Universidad Autónoma de Madrid): CLIL students’ motivation towards learning academic subjects in English
• Dominik Rumlich (Universität Duisburg-Essen) & Julia Reckermann (Bielefeld University): Underresearched, but highly relevant in language learning: EFL self-concept as an individual factor in CLIL environments
• Petra Kletzenbauer (University of Applied Sciences FH JOANNEUM) & Ulla Fuerstenberg (University of Graz): ‘What about me?’ – Shaping CLIL beliefs among Austrian university lecturers
• Tessa Mearns (Leiden University), Do Coyle (University of Aberdeen) & Rick de Graaff (Utrecht University): Chicken or egg? Motivation for or from bilingual education in the Netherlands
• Shigeru Sasajima (Toyo Eiwa University): CLIL can vary in each teacher and learner

More information about the programme will follow later in 2016.

David Lasagabaster and Aintzane Doiz (2016). CLIL experiences in secondary and tertiary education: In search of good practices. Bern: Peter Lang.

This volume clearly documenting research into CLIL and EMI settings is welcome and timely. A range of researchers rise to the challenge of providing deeper understanding and interpretations of key issues in ways which enable readers to adapt the approaches and ideas to inform their own practices. The nature of integration underpins each chapter and each study in creative, relevant ways at different levels. Bringing together educationalists, linguists and subject specialists provides a shared context for surfacing deeply held beliefs and providing clearer pathways for closer understanding and adaptations to define, refine and support integrated learning. Moreover, integrating theoretical perspectives and research methods is also a feature of the volume which not only informs classroom practices but also goes further into the motivations which operationalize and underpin current drives towards internationalization in universities. The studies in each of the eight chapters in the volume are usefully built on an in-depth critical review of research in the field which enables the reader to carefully position the research and the challenging questions posed.

The Centre for Teaching and Learning at Utrecht University is offering a CLIL methodology course for teachers and lecturers working through English in higher education from 4 July – 15 July 2016. This Master’s-level course allows participants to develop their understanding of existing CLIL methodologies as well as learn how to put acquired knowledge and skills into practice. Each participant will design a subject and language integrated curriculum that promotes active learning for students in higher education.

If you would like to gain this expertise and be part of an international group of teachers and lecturers, apply online now. For more information, visit CLIL Methodology in Higher Education.

Recent CLIL publications – 5/2016

We would like to draw your attention to recent academic publications related to CLIL.

• Bergström, K., Klatte, M., Steinbrink, C., & Lachmann, T. (2016). First and Second Language Acquisition in German Children Attending a Kindergarten Immersion Program: A Combined Longitudinal and Cross‐Sectional Study. Language Learning, 66(2), 386-418.
• van Kampen, E., Admiraal, W., & Berry, A. (2016). Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism, 1-15.
• Lucero, A. (2016). Oral narrative retelling among emergent bilinguals in a dual language immersion program. International Journal of Bilingual Education and Bilingualism, 1-17.
• Paulsrud, B. Y. (2016). English-medium instruction in Sweden: Perspectives and practices in two upper secondary schools. Journal of Immersion and Content-Based Language Education, 4(1), 108-128.
• Pladevall-Ballester, E., & Vallbona, A. (2016). CLIL in minimal input contexts: A longitudinal study of primary school learners’ receptive skills. System, 58, 37-48.

Recent CLIL publications – 4/2016

We would like to draw your attention to recent academic publications related to CLIL.

‘The Language Learning Journal’ published a special issue entitled ‘Content and Language Integrated Learning II’ in August 2015. The issue was edited by Christiane Dalton-Puffer & Tarja Nikula. The full content of this special issue can be found here. All publications in this issue can be found at the end of this article.

In addition to this issue, the following articles have also been published recently in different journals. They are presented in alphabetical order:

• Dallinger, S., Jonkmann, K., & Hollm, J. (2016). Selectivity of content and language integrated learning programmes in German secondary schools. International Journal of Bilingual Education and Bilingualism, 1-12.
• Hernandez-Nanclares, N., & Jimenez-Munoz, A. (2015). English as a medium of instruction: evidence for language and content targets in bilingual education in economics. International Journal of Bilingual Education and Bilingualism, 1-14.
• van Kampen, E., Admiraal, W., & Berry, A. (2016). Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism, 1-15.
• Lucero, A. (2016). Oral narrative retelling among emergent bilinguals in a dual language immersion program. International Journal of Bilingual Education and Bilingualism, 1-17.
• Merino, J.A., & Lasagabaster, D. (2015). CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism, 1-14.
• Pladevall-Ballester, E., & Vallbona, A. (2016). CLIL in minimal input contexts: A longitudinal study of primary school learners’ receptive skills. System, 58, 37-48.

Articles in the special issue ‘Content and Language Integrated Learning II’ of ‘The Language Learning Journal’:

• Lo, Y. Y., & Macaro, E. (2015). Getting used to content and language integrated learning: what can classroom interaction reveal?. The Language Learning Journal, 43(3), 239-255.
• Morton, T. (2015). Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal, 43(3), 256-270.
• Kontio, J., & Sylvén, L. K. (2015). Language alternation and language norm in vocational content and language integrated learning. The Language Learning Journal, 43(3), 271-285.
• Gené-Gil, M., Juan-Garau, M., & Salazar-Noguera, J. (2015). Development of EFL writing over three years in secondary education: CLIL and non-CLIL settings. The Language Learning Journal, 43(3), 286-303.
• Lim Falk, M. (2015). English and Swedish in CLIL student texts. The Language Learning Journal, 43(3), 304-318. Ruiz de Zarobe, Y., & Zenotz, V. Reading strategies and CLIL: The effect of training in formal instruction. Language Learning Journal, 43(2).
• Moore, P., & Lorenzo, F. (2015). Task-based learning and content and language integrated learning materials design: process and product. The Language Learning Journal, 43(3), 334-357.