Content and Language Integrated Learning : : Evidence from Research in Europe / / ed. by Yolanda Ruiz de Zarobe, Rosa María Jiménez Catalán.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• MitwirkendeR: Adrián, María Martínez,; Alba, Julieta Ojeda,; Catalán, Rosa María Jiménez,; Dalton-Puffer, Christine,; Espinosa, Soraya Moreno,; Fontecha, Almudena Fernández,; Lacabex, Esther Gómez,; Lecumberri, Maria Luisa García,; Llach, María del Pilar Agustín,; Llinares, Ana,; Mangado, M. Juncal Gutiérrez,; Marsh, David,; Mayo, María del Pilar García,; Olaizola, Izaskun Villarreal,; Puerto, Francsico Gallardo del,; Whittaker, Rachel,; Zarobe, Yolanda Ruiz de,
• HerausgeberIn: Jiménez Catalán, Rosa María,; Ruiz de Zarobe, Yolanda,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2009]; ©2009
• Year of Publication: 2009
• Language: English
• Series: Second Language Acquisition
• Physical Description: 1 online resource (224 p.)

This book contributes to the growth of interest in Content and Language Integrated Learning (CLIL), an approach to second/foreign language learning that requires the use of the target language to learn content. Within the framework of European strategies to promote multilingualism, CLIL has begun to be used extensively in a variety of language learning contexts, and at different educational systems and language programmes. This book brings together critical analyses on theoretical and implementation issues of Content and Language Integrated Learning, and empirical studies on the effectiveness of this type of instruction on learners’ language competence. The basic theoretical assumption behind this book is that through successful use of the language to learn content, learners will develop their language proficiency more effectively while they learn the academic content specified in the curricula.

Table of Contents

Frontmatter -- Contents -- Foreword -- Contributors -- Introduction -- Part 1: Theoretical and Implementation Issues of Content and Language Integrated Learning -- 1. Spanish CLIL: Research and Offi cial Actions -- 2. Effective Content and Language Integrated Learning (CLIL) Programmes -- 3. Developing Theories of Practices in CLIL: CLIL as Post-method Pedagogies? -- Part 2: Studies in Content and Language Integrated Learning -- 4. Testing the Effectiveness of Content and Language Integrated Learning in Foreign Language Contexts: The Assessment of English Pronunciation -- 5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL versus non-CLIL Instruction -- 6. Young Learners’ L2 Word Association Responses in Two Different Learning Contexts -- 7. The Role of Spanish L1 in the Vocabulary Use of CLIL and non-CLIL EFL Learners -- 8. Themes and Vocabulary in CLIL and non-CLIL Instruction -- 9. Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL versus non-CLIL -- 10. The Acquisition of English Syntax by CLIL Learners in the Basque Country -- 11. Communicative Competence and the CLIL Lesson -- 12. CLIL in Social Science Classrooms: Analysis of Spoken and Written Productions