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.
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 Maria Jimenez Catalan 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.
Foreword - David Marsh Introduction - Yolanda Ruiz de Zarobe and Rosa Maria Jimenez Catalan Part 1. Theoretical and Implementation Issues of Content and Language Integrated Learning Chapter 1. Spanish CLIL: Research and Official Actions - Almudena Fernandez Fontecha Chapter 2. Effective CLIL Programmes - Teresa Naves Chapter 3. Developing Theories of Practices in CLIL: CLIL as Postmethod Pedagogies? - Rolf Wiesemes Part 2. Studies in Content and Language Integrated Learning Chapter 4. Testing the Effectiveness of CLIL in Foreign Language Contexts: The Assessment of English Pronunciation - Francisco Gallardo del Puerto, Esther Gomez Lacabex and Maria Luisa Garcia Lecumberri Chapter 5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL vs. non-CLIL Instruction - Rosa Maria Jimenez Catalan and Yolanda Ruiz de Zarobe Chapter 6. Young Learners' L2 Word Association Responses in Two Different Learning Contexts - Soraya Moreno Espinosa Chapter 7. The Role of Spanish L1 in the Vocabulary Use of CLIL and non-CLIL EFL Learners - Maria del Pilar Agustin Llach Chapter 8. Themes, and Vocabulary in CLIL and non-CLIL Instruction - Julieta Ojeda Alba Chapter 9. Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL vs. non-CLIL - Izaskun Villareal Olaizola and Maria del Pilar Garcia Mayo Chapter 10. The Acquisition of English Syntax by CLIL Learners in the Basque Country - Maria Martinez Adrian and M. Junkal Gutierrez Mangado Chapter 11. Communicative Competence and the CLIL Lesson - Christiane Dalton-Puffer Chapter 12. CLIL in Social Science Classrooms: Analysis of Spoken and Written Productions - Rachel Whittaker and Ana Llinares