A Journey through the Content and Language Integrated Learning Landscape: Problems and Prospects
Interest in Content and Language Integrated Learning (CLIL), in Europe and beyond, has increased exponentially since it first appeared on the scene in Europe in the early 1990s. CLIL has grown to become a much-discussed topic of language education today, with the number of publications pertaining to the field continuing to increase.
Researchers, teachers, teacher trainers, course planners and others involved in CLIL are constantly searching for new studies to help them understand how CLIL is evolving and how best it can be implemented. As the concept is now informing the pedagogical principles of different educational realities, research and reflection are now required to further understand its potential and implications, its inherent difficulties and possible applications. This volume was conceived with this idea in mind.
The book primarily covers three macro areas: learning, teaching and training. It provides insight into the latest areas of research and reflection that are characterizing the CLIL field in the current decade. The wide range of topics covered reveal, for example, a shift in interest towards CLIL at the tertiary level, focusing on lecturer and student perceptions and problems.
Carmel Mary Coonan is Full Professor at the Department of Linguistics and Comparative Cultural Studies at Ca’ Foscari University of Venice, Italy. Her field of specialization is foreign/second language teaching and learning with particular reference to emerging teaching methodologies and new target groups. She has conducted and participated in several research projects, both nationally and internationally, especially in the field of foreign language medium instruction (CLIL). Her recent publications include “Language issues in the CLIL classroom: focus on the pupils” in Learning and Teaching English: Insights from Research (edited by L. Pedrazzini and A. Nava, 2012) and “Affect and Motivation in CLIL” in Quality Interfaces: Examining Evidence and Exploring Solutions in CLIL (edited by D. Marsh and O. Meyer, 2012), among others.
Luciana Favaro cooperates with the Centro di Ricerca sulla Didattica delle Lingue of the Department of Linguistics and Comparative Cultural Studies at Ca’ Foscari University of Venice, Italy. Her studies focus on early foreign language learning/teaching and education technologies in foreign language teaching. Recent publications include “Raising Phonemic Awareness in Young Learners of English with Learning Difficulties: A Small Scale Intervention” in RILA–Rassegna italiana di linguistica applicate (with V. Costernaro and M. Daloiso, 2014), among others.
Marcella Menegale cooperates with the Centro di Ricerca sulla Didattica delle Lingue of the Department of Linguistics and Comparative Cultural Studies at Ca’ Foscari University of Venice, Italy. Her main areas of interest are plurilingualism and CLIL, intercomprehension between languages of the same family and learner autonomy in language learning. Recent publications include “A Study on Knowledge Transfer between In and Out-of-School Language Learning” in Autonomy in Language Learning: Getting Learners Actively Involved (2013), among others.
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