This collection turns a critical lens on Content and Language Integrated Learning (CLIL) research, making the case for a sociolinguistic-informed approach towards investigating social inequalities and making visible issues, processes and actors overlooked in CLIL research.
The volume seeks to expand the borders of existing CLIL scholarship through situated ethnographic perspectives, highlighting the value of a critical sociolinguistic perspective in illuminating the relationship between the emergence of CLIL and specific socio-political and economic conditions in contemporary multilingual education. Drawing on examples from Europe, Latin America, Australia and Asia, the book focuses on exploring inequities in CLIL policy and implementation across different institutional contexts and demonstrates the ways in which CLIL extends beyond the classroom as situated in multiple and changing networks of interest, policy and practice.
This book will be of particular interest to students and scholars in sociolinguistics, multilingual education, language policy and planning, and applied linguistics.
Author(s): Eva Codó
Series: Routledge Critical Studies in Multilingualism
Publisher: Routledge
Year: 2022
Language: English
Pages: 258
City: New York
Cover
Half Title
Series
Title
Copyright
Contents
List of contributors
Acknowledgements
1 Introducing global CLIL: critical, ethnographic and language policy perspectives
Part 1 Localisations of CLIL outside Europe
2 Exporting European CLIL to India: flexible appropriations for complex language debates
3 Situated emergence of CLIL: new discourses of bilingual education in Australian government schools
4 CLIL and the dynamics of policy and sectorisation in Colombia
5 The challenges of integrating linguistic and disciplinary knowledge in public secondary schools in the province of Córdoba, Argentina
Part 2 Lived experiences of CLIL: A focus on actors
6 Policy, practice and agency: making CLIL work? Insights from Austrian upper secondary technical education
7 Bilingual education: English and the life projects of youth in contemporary Spain
8 Languaging teachers: CLIL and the politics of precarisation in Catalonia
9 Being and becoming a CLIL teacher: discourses of identities, language and emotional labour in Castilla-La Mancha bilingual schools
10 Afterword – the promise of CLIL: discourse, practices and selves
Index
