Content and Language Integrated Learning: Evidence from Research in Europe

Published by Multilingual Matters 2009

Content and Language Integrated Learning

Evidence from Research in Europe

Edited by: Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán

In the series Second Language Acquisition

https://doi.org/10.21832/9781847691675

Overview
Contents

About this book

This book contributes to the study of Content and Language Integrated Learning (CLIL), an approach to second/foreign language learning that teaches content using the target language. It brings together critical analyses on theoretical and implementation issues of CLIL, and studies on the effectiveness of CLIL on learners’ language competence.

Author / Editor information

Ruiz de Zarobe Yolanda :

Yolanda Ruiz de Zarobe received her PhD in Linguistics from the University of the Basque Country (Spain). She is Associate Professor of Language and Linguistics at the University of the Basque Country, Spain. Her research interests are second and third language acquisition. Her recent publications have focused on the acquisition of morphosyntactic aspects of English as a third language, multilingualism, and issues related to Content and Language Integrated Learning.Jiménez Catalán Rosa María :

Rosa María Jiménez Catalán is Associate Professor of Applied Linguistics at the University of La Rioja. She has a PH.D in English Philology Studies and is the author of articles and books on English second language learning and teaching. Her current research interests include vocabulary acquisition and teaching and the analysis of the effect of gender and type of instruction on vocabulary development in English as a foreign language.

Yolanda Ruiz de Zarobe received her PhD in Linguistics from the University of the Basque Country (Spain). She is Associate Professor of Language and Linguistics at the University of the Basque Country, Spain. Her research interests are second and third language acquisition. Her recent publications have focused on the acquisition of morphosyntactic aspects of English as a third language, multilingualism, and issues related to Content and Language Integrated Learning.

Rosa María Jiménez Catalán is Associate Professor of Applied Linguistics at the University of La Rioja. She has a PH.D in English Philology Studies and is the author of articles and books on English second language learning and teaching. Her current research interests include vocabulary acquisition and teaching and the analysis of the effect of gender and type of instruction on vocabulary development in English as a foreign language.

Reviews

Linda Kay Davis, Austin Peay State University:

De Zarobe and Catalan have edited the work of 18 contributors into an anthology of critical research studies of L2 acquisition in CLIL and non-CLIL settings that provide data to support some aspects of CLIL, challenge others, and suggest ideas for future studies.

David Marsh, University of Jyväskylä, Finland:

Content and Language Integrated Learning: Evidence from Research in Europe is a key step in establishing an evidence-base for CLIL. In this book, the authors examine the processes and outcomes of CLIL practice. They reflect on shared current concerns in the language teaching sphere about the potential of CLIL in supporting, or otherwise challenging, language learning practice. Although there is ‘no CLIL blueprint ready for export’, the contexts described here, and the findings of research and enquiry, are relevant to those working in other settings where language and authentic content are combined in the curriculum.

Jasone Cenoz, Professor of Education, University of the Basque Country, Spain:

This book is a very timely contribution to our understanding of CLIL. It offers valuable insights about theoretical and implementation issues and a much needed research-based account of the effects of Content and Language Integrated Learning. The volume is also a very welcome addition to studies on the acquisition of second language phonetics, lexicon, grammar and discourse in foreign language contexts.

Fred Genesee, Professor, Department of Psychology, McGill University, Montreal (Canada):

This volume promises to become a landmark in the evolution of CLIL in Europe. The authors provide a wealth of research evidence on all aspects of language learning in CLIL programs. Their findings will reassure CLIL educators about the benefits of CLIL and at the same time provoke valuable discussion about the next steps to be taken in developing even more effective forms of CLIL. Research does not have all the answers, but it can certainly stimulate reflection and discussion as stakeholders seek answers to challenging issues in CLIL and this book will definitely catalyze valuable discussions.

Topics

Frontmatter Publicly Available Download PDF	i
Contents Publicly Available Download PDF	v
Foreword David Marsh Requires Authentication Unlicensed Licensed Download PDF	vii
Contributors Requires Authentication Unlicensed Licensed Download PDF	ix
Introduction Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán Requires Authentication Unlicensed Licensed Download PDF	xi
Part 1: Theoretical and Implementation Issues of Content and Language Integrated Learning
1. Spanish CLIL: Research and Offi cial Actions Almudena Fernández Fontecha Requires Authentication Unlicensed Licensed Download PDF	3
2. Effective Content and Language Integrated Learning (CLIL) Programmes Requires Authentication Unlicensed Licensed Download PDF	22
3. Developing Theories of Practices in CLIL: CLIL as Post-method Pedagogies? Requires Authentication Unlicensed Licensed Download PDF	41
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 Francsico Gallardo del Puerto, Esther Gómez Lacabex and Maria Luisa García Lecumberri Requires Authentication Unlicensed Licensed Download PDF	63
5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL versus non-CLIL Instruction Rosa María Jiménez Catalán and Yolanda Ruiz de Zarobe Requires Authentication Unlicensed Licensed Download PDF	81
6. Young Learners’ L2 Word Association Responses in Two Different Learning Contexts Soraya Moreno Espinosa Requires Authentication Unlicensed Licensed Download PDF	93
7. The Role of Spanish L1 in the Vocabulary Use of CLIL and non-CLIL EFL Learners María del Pilar Agustín Llach Requires Authentication Unlicensed Licensed Download PDF	112
8. Themes and Vocabulary in CLIL and non-CLIL Instruction Julieta Ojeda Alba Requires Authentication Unlicensed Licensed Download PDF	130
9. Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL versus non-CLIL Izaskun Villarreal Olaizola and María del Pilar García Mayo Requires Authentication Unlicensed Licensed Download PDF	157
10. The Acquisition of English Syntax by CLIL Learners in the Basque Country María Martínez Adrián and M. Juncal Gutiérrez Mangado Requires Authentication Unlicensed Licensed Download PDF	176
11. Communicative Competence and the CLIL Lesson Christine Dalton-Puffer Requires Authentication Unlicensed Licensed Download PDF	197
12. CLIL in Social Science Classrooms: Analysis of Spoken and Written Productions Rachel Whittaker and Ana Llinares Requires Authentication Unlicensed Licensed Download PDF	215

Language: English
Publisher: Multilingual Matters
Pages
- Main content: 224
Keywords: Content and Language Integrated Learning; CLIL; second language learning; foreign language learning; SLA; multilingualism; empirical studies on SLA; empirical studies on CLIL; research on CLIL

eBook

Published: May 11, 2009
ISBN: 9781847691675