Conceptualising Integration in CLIL and Multilingual Education

Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions, and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical, and personal aspects of integration also need to be considered. Following the foreword, Integrating Content and Language in Education: Best of Both Worlds? (Rick de Graaff), and a section titled, More than Content and Language: The Complexity of Integration in CLIL and Bilingual Education (Tarja Nikula, Christiane Dalton-Puffer, Ana Llinares, and Francisco Lorenzo), this book is comprised of three parts. Part 1, Curriculum and Pedagogy Planning, contains the following chapters: (1) Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct (Christiane Dalton-Puffer); (2) Historical Literacy in CLIL: Telling the Past in a Second Language (Francisco Lorenzo and Christiane Dalton-Puffer); (3) Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem-Solving Processes in English as a Foreign Language (Angela Berger); and (4) A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics Classrooms (Richard Barwell). Part 2, Participants, contains the following chapters: (5) University Teachers' Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings (Emma Dafouz, Julia Hüttner, and Ute Smit); and (6) CLIL Teachers' Beliefs about Integration and about Their Professional Roles: Perspectives from a European Context (Kristiina Skinnari and Eveliina Bovellan). Part 3, Practices, contains the following chapters and conclusion: (7) Integration of Language and Content Through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective (Tom Morton and Teppo Jakonen); (8) Teacher and Student Evaluative Language in CLIL Across Contexts: Integrating SFL and Pragmatic Approaches (Ana Llinares and Tarja Nikula); (9) Translanguaging in CLIL Classrooms (Pat Moore and Tarja Nikula); and Conclusion: Language Competence, Learning and Pedagogy in CLIL--Deepening and Broadening Integration (Constant Leung and Tom Morton).