CLIL: An International Overview of Practices, Challenges and Opportunities in Education
DOI:
https://doi.org/10.5294/laclil.2023.16.1.1Keywords:
Multilingualism, Bilingual education, Language proficiency, Intercultural competence, Professional developmentAbstract
Book Review: International Perspectives on CLIL, edited by Chantal Hemmi, Darío Luis Banegas. Cham, Switzerland, Palgrave Macmillan, 2022, xxxviii + 300pp., ISBN 978-3-030-70097-3 (softcover).
Undeniably, Content and Language Integrated Learning (CLIL) as a pedagogical approach with a dual focus on content and language learning has manifested itself in a variety of contexts, forms and practices with immense rigour and sustainability in the past decades. As CLIL is gradually being accepted as an avenue to accommodate internationalisation at home, the book entitled International Perspectives on CLIL serves as an opportune presentation of CLIL theories and practices in multilingual and multicultural contexts. Mindful of the competing interpretations of CLIL, this book embraces the diversity of CLIL and foregrounds how it has grown and developed both theoretically and empirically.
Downloads
References
Bolitho, R., & Rossner, R. (2020). Language education in a changing world: Challenges and opportunities. Multilingual Matters.
Hemmi, C., & Banegas, D. (Eds.). (2021). International perspectives on CLIL. Cham, Switzerland: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-70095-9
Honigsfeld, A., & Dove, M. G. (Eds.). (2020). Co-teaching for English learners: Evidence-based practices and research-informed outcomes. Information Age Publishing.
Klewitz, B. (2021). Content and Language Integrated Learning (CLIL): A methodology of bilingual teaching. ibidem-Verlag.
Morton, T. (2019). Teacher education in content-based language education. In S. Walsh & S. Mann (Eds.), The Routledge handbook of English language teacher education (pp. 169-183). Routledge.
Segura, M., Roquet, H., & Barón, J. (2021). Receptive vocabulary acquisition in pre-primary education through soft-Content and Language Integrated Learning. English Language Teaching, 14(10), 1-22. https://doi.org/10.5539/elt.v14n10p1
Zhang, T., & Zheng, Y. (2019). English is the default language? A study of international students’ language needs in Chinese higher education context. In F. Fang & H. P. Widodo (Eds.), Critical perspectives on global Englishes in Asia: Language policy, curriculum, pedagogy and assessment (pp. 27-44). Multilingual Matters.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Hengzhi Hu
This work is licensed under a Creative Commons Attribution 4.0 International License.
This Journal and its articles are published under the Creative Commons CC BY 4.0 DEED Attribution 4.0 International license. You are free to: Share — copy and redistribute the material in any medium or format for any purpose, even commercially. Adapt — remix, transform, and build upon the material for any purpose, even commercially. The license cannot revoke these freedoms as long as you follow the terms of the license.
