CLIL: An International Overview of Practices, Challenges and Opportunities in Education
DOI:
https://doi.org/10.5294/laclil.2023.16.1.1Palabras clave:
Multilingüismo, educación bilingüe, dominio del idioma, competencia intercultural, desarrollo profesionalResumen
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.
Descargas
Citas
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.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Hengzhi Hu
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
Esta revista y sus artículos se publican bajo la licencia Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0), por lo cual el usuario es libre de: compartir, copiar y redistribuir el material en cualquier medio o formato, siempre y cuando: dé crédito de manera adecuada, brinde un enlace a la licencia e indique si se han realizado cambios; no use nuestro contenido con propósitos comerciales; y/o remezcle o transforme el material. Recuerde que no tiene los permisos para distribuir el material si fue modificado.
