Global CLIL

Critical, Ethnographic and Language Policy Perspectives
1. Auflage 2022
ISBN: 978-0-367-70650-0
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 258 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 517 g

Reihe: Routledge Critical Studies in Multilingualism

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.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Codó, Eva

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

List of contributors
Acknowledgements

1. Introducing Global CLIL: Critical, ethnographic and language policy perspectives

Eva Codó

Part 1: Localisations of CLIL outside Europe

2. Exporting European CLIL to India: Flexible appropriations for complex language debates

Ana M. Relaño-Pastor and Jessica McDaid

3. Situated emergence of CLIL: New discourses of bilingual education in Australian government schools

Simone Smala

4. CLIL and the dynamics of policy and sectorization in Colombia

Carl Edlund Anderson, Liliana Cuesta Medina, Rosa Dene David and Jermaine S. McDougald

5. The challenges of integrating linguistic and disciplinary knowledge in public secondary schools in the province of Córdoba, Argentina

Ana Cecilia Peérez and Virginia Unamuno

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

Julia Hüttner and Ute Smit

7. Bilingual education: English and the life projects of youth in contemporary Spain

Adriana Patiño-Santos and David Poveda

8. Languaging teachers: CLIL and the politics of precarisation in Catalonia

Eva Codó

9. Being and becoming a CLIL teacher: Discourses of identities, language and emotional labour in Castilla-La Mancha bilingual schools

Frances Giampapa and Alicia Fernández Barrera

Afterword – The promise of CLIL: Discourse, practices and selves

Miguel Pérez-Milans

Index

Über Autor(innen)

Eva Codó is Associate Professor of English Linguistics at Universitat Autònoma de Barcelona. Her field of specialisation is the sociolinguistics of multilingualism, with a particular focus on language policy and critical institutional ethnography. Her research has been published widely. She is currently co-Chair of the Association for the Study of Discourse and Society (EDiSo) ad co-editor of Multilingua.