NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1003310
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1367-0050
Discussion: Towards an Educational Perspective in CLIL Language Policy and Pedagogical Practice
Cenoz, Jasone
International Journal of Bilingual Education and Bilingualism, v16 n3 p389-394 2013
This issue includes eight studies on different aspects of language policy, pedagogical practices, and teacher training in school contexts where a foreign language is used to teach curricular content (CLIL). This is a very welcome contribution because it provides additional perspectives to former studies that had focused on the linguistic outcomes of CLIL as compared to non-CLIL students. Successful language learning as well as successful content learning is necessarily linked to good pedagogical practices by well-trained teachers who use appropriate materials. This issue also provides the opportunity to hear the voices of the stakeholders involved in CLIL. After highlighting some of the trends that can be found in this issue, this paper looks at some challenges of CLIL and directions for future research from a broader perspective. In this issue, CLIL is part of regular education. Within this context, a clear distinction can be made between conceptualizing CLIL as a language teaching approach or as an educational approach. The author suggests that an educational perspective that goes beyond the foreign language teaching approach will give the opportunity for CLIL to integrate not only language and content but also all the languages in the students' multilingual repertoires.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A