• Cambridge Scholars Publishing

    "[Genetically Modified Organisms: A Scientific-Political Dialogue on a Meaningless Meme] is an excellent book presenting a very strong case for abandoning the acronym GMO. It will be extremely helpful to scholars and educators in developing countries who need to persuade their populace and politicians to adopt modern methods to reap the benefits of more nutritious foods and greatly improved yields."

    - Sir Richard J. Roberts, Winner of the Nobel Prize in Physiology

CLIL in Action: Voices from the Classroom

This volume explores the current position of CLIL on the three main fronts where it is attracting particular attention in specialized literature, namely, implementation, research, and teacher training. To this end, it presents evidence from national and international research projects, governmentally-financed pedagogical initiatives, grassroots experiences and investigations, and inter-institutional training programs which offer insights into how CLIL is working in action on the afore-mentioned three levels.

The opening section of the book (“CLIL in action: Practical considerations”) provides a window into how CLIL implementation is unravelling at the grassroots level vis-á-vis key aspects for CLIL development, such as the design of materials, the use of ICT, and the importance of extramural exposure. The second part (“The effects of CLIL on language learning: Research-based evidence”) explores some key areas for future research, showcasing how engaging in research as a device that drives reflection is the best possible way to continue moving the CLIL agenda forward. Finally, in the third part (“Preparing teachers for CLIL: Practical proposals”), the interface of research and pedagogy is discussed, as the former informs the latter in a clear instantiation of what Coyle (2011) terms “evidence-based practice” in setting necessary teacher training actions in place.

As such, the volume addresses three burning issues in the CLIL scenario through practical and research-based proposals of tried-and-true CLIL development. If all three strands – implementation, research, and training – dovetail and progress in harmony, a solid template will be built for the future and the CLIL agenda will be pushed forward. By pooling together the insights of a set of researchers, teacher trainers, policy makers, and grassroots practitioners, this volume will contribute to this much-needed endeavour.

An educator, analyst, and project manager, Dr David Marsh specializes in realizing educational innovation and development. Educated in the United Kingdom, he has worked on the development of education in Finland for over 25 years, and has been instrumental in launching CLIL in Europe. Having received degrees and awards from a range of countries, he has published extensively and is actively engaged in transformative processes in different continents.

Dr María Luisa Pérez Cañado is Senior Lecturer at the Department of English Philology of the University of Jaén, Spain, where she is also Vice-Dean of the Faculty of Humanities and Education. Her research interests are in applied linguistics, bilingual education, and the European Higher Education Area. She received the Ben Massey Award for the quality of her scholarly contributions regarding issues that make a difference in higher education.

Dr Juan Ráez Padilla holds a European PhD in English Studies and is Associate Professor at the Department of English Philology of the University of Jaén, Spain. His research interests are in applied linguistics, the European Higher Education Area and modern British and Irish literature.

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ISBN: 1-4438-7557-0

ISBN13: 978-1-4438-7557-8

Release Date: 31st July 2015

Pages: 210

Price: £47.99