This collection turns a critical lens on Content and Language Integrated Learning (CLIL) research, making the case for a sociolinguistically-informed approach toward investigating social inequalities and making visible issues, processes, and actors overlooked in CLIL research.
This collection turns a critical lens on Content and Language Integrated Learning (CLIL) research, making the case for a sociolinguistically-informed approach toward investigating social inequalities and making visible issues, processes, and actors overlooked in CLIL research.
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.
Inhaltsangabe
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
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
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