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This collection turns a critical lens on Content and Language Integrated Learning (CLIL) research, making the case for a sociolinguistic-informed approach towards investigating social inequalities and making visible issues, processes and actors overlooked in CLIL research.
The volume seeks to expand the borders of existing CLIL scholarship through situated ethnographic perspectives, highlighting the value of a critical sociolinguistic perspective in illuminating the relationship between the emergence of CLIL and specific socio-political and economic conditions in contemporary multilingual education. Drawing on examples from Europe, Latin America, Australia and Asia, the book focuses on exploring inequities in CLIL policy and implementation across different institutional contexts and demonstrates the ways in which CLIL extends beyond the classroom as situated in multiple and changing networks of interest, policy and practice.
This book will be of particular interest to students and scholars in sociolinguistics, multilingual education, language policy and planning, and applied linguistics.
The volume seeks to expand the borders of existing CLIL scholarship through situated ethnographic perspectives, highlighting the value of a critical sociolinguistic perspective in illuminating the relationship between the emergence of CLIL and specific socio-political and economic conditions in contemporary multilingual education. Drawing on examples from Europe, Latin America, Australia and Asia, the book focuses on exploring inequities in CLIL policy and implementation across different institutional contexts and demonstrates the ways in which CLIL extends beyond the classroom as situated in multiple and changing networks of interest, policy and practice.
This book will be of particular interest to students and scholars in sociolinguistics, multilingual education, language policy and planning, and applied linguistics.
This volume brings a much-needed critical perspective on CLIL as a
global educational phenomenon. It is refreshing and challenging to
those already involved in CLIL research and opens up new lines of
enquiry for researchers who wish to examine critically how CLIL in its
spread around the world may contribute to exacerbating, rather than
ameliorating, social inequality. -
Tom Morton, Universidad Autónoma de Madrid
This first book-length critical account of Content and Language Integrated Learning offers a necessary, groundbreaking, and absolutely fascinating perspective on the various challenges
generated by one of the most popular language education initiatives of the last decades. Incisive, thought-provoking, and brimming with real-life action, this book is a must-read for any scholar interested in the day-to-day affordances and effects of contemporary language education policy.
Jürgen Jaspers, Université Libre de Bruxelles (ULB)
global educational phenomenon. It is refreshing and challenging to
those already involved in CLIL research and opens up new lines of
enquiry for researchers who wish to examine critically how CLIL in its
spread around the world may contribute to exacerbating, rather than
ameliorating, social inequality. -
Tom Morton, Universidad Autónoma de Madrid
This first book-length critical account of Content and Language Integrated Learning offers a necessary, groundbreaking, and absolutely fascinating perspective on the various challenges
generated by one of the most popular language education initiatives of the last decades. Incisive, thought-provoking, and brimming with real-life action, this book is a must-read for any scholar interested in the day-to-day affordances and effects of contemporary language education policy.
Jürgen Jaspers, Université Libre de Bruxelles (ULB)