Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-28T19:45:43.606Z Has data issue: false hasContentIssue false

Part I - The Educational Context for CLIL

Published online by Cambridge University Press:  27 July 2020

Kim Bower
Affiliation:
Sheffield Hallam University
Do Coyle
Affiliation:
University of Edinburgh
Russell Cross
Affiliation:
University of Melbourne
Gary N. Chambers
Affiliation:
University of Leeds
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Curriculum Integrated Language Teaching
CLIL in Practice
, pp. 1 - 60
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Adamson, B. (2004). ‘Fashions in Language Teaching Methodology’, in Davies, A. and Elder, C. (eds.), The Handbook of Applied Linguistics. Malden, MA: Blackwell, pp. 604–622.Google Scholar
Alexander, R. (2008). Essays on Pedagogy. London, UK: Routledge.Google Scholar
Arshad, R. (2018). ‘Decolonisation and Critical Race Theory – What’s the Relevance?’ EAL Journal, 8(Summer), 50–51.Google Scholar
Baker, C., and Wright, W. E. (2017). Foundations of Bilingual Education and Bilingualism. Buffalo, NY: Multilingual Matters.Google Scholar
Banegas, D. L. (2011). ‘A Review of “CLIL: Content and Language Integrated Learning” by D. Coyle, P. Hood, and D. Marsh, Cambridge, Cambridge University Press, 2010’. Language and Education, 25(2), 182–185.Google Scholar
Bell, D. (2004). ‘A New Paradigm for Modern Foreign Languages?’ Language World (Newsletter). London, UK: Association of Language Learning.Google Scholar
Bower, K. (2006). An Analysis of Pupils’ and Teachers’ Views on the Use of ‘Immersion’ Techniques in the Teaching of Modern Foreign Languages at One Secondary School. Unpublished thesis. Hull, UK: University of Hull.Google Scholar
Bower, K. (2019). ‘“Speaking French Alive”: Learner Perspectives on Their Motivation in Content and Language Integrated Learning in England’. Innovation in Language Learning & Teaching, 13(1), 45–60.CrossRefGoogle Scholar
Bower, K., and Cross, R. (2019). ‘CLIL: Origins, Development and Distinctiveness’. Cross-curricular Language Learning: Putting CLIL into Practice. Sheffield, UK: Sheffield Hallam Institute of Education.Google Scholar
Bruton, A. (2011). ‘Is CLIL So Beneficial, or Just Selective? Re-evaluating Some of the Research’. System, 39(4), 523–532.Google Scholar
Cenoz, J., Genesee, F., and Gorter, D. (2014). ‘Critical Analysis of CLIL: Taking Stock and Looking Forward’. Applied Linguistics, 35(3), 243–262.Google Scholar
Centre for Information on Language Teaching and Research. (2003). Language Trends. London, UK: CILT.Google Scholar
Clyne, M. (2005). Australia’s Language Potential. Sydney, Australia: UNSW Press.Google Scholar
Coyle, D. (1996). ‘Language medium teaching in Britain,’ in Teaching Content in a Foreign Language: Practice and Perspectives in European Bilingual Education. European Commission.Google Scholar
Coyle, D. (1999). ‘Supporting students in content and language integrated learning contexts: Planning for effective classrooms,’ in Learning through a Foreign Language: Models, Methods and Outcomes. Centre for Information on Language Teaching and Research, pp. 46–62.Google Scholar
Coyle, D. (2000). ‘Meeting the Challenge: Developing the 3Cs Curriculum’, in Green, S. (ed.), New Perspectives on Teaching and Learning Modern Languages. Clevedon, UK: Multilingual Matters, pp. 158–182.Google Scholar
Coyle, D. (2004a). ‘Redefining Classroom Boundaries: Learning to Teach Using New Technologies’. Canadian Journal of Educational Administration and Policy, 32(July), 1–24.Google Scholar
Coyle, D. (2004b). ‘Teaching through a Foreign Language’. ALL Language World Conference. Oxford, UK: ALL.Google Scholar
Coyle, D. (2006). ‘Developing CLIL: Towards a Theory of Practice’, in Figueras, N. (ed.), CLIL in Catalonia: From Theory to Practice. Barcelona, Spain: APAC, pp. 5–29.Google Scholar
Coyle, D. (2007a). ‘Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies’. International Journal of Bilingual Education and Bilingualism, 10(5), 543–562.CrossRefGoogle Scholar
Coyle, D. (2007b). ‘United Kingdom, England’, in Maljers, A., Marsh, D., and Wolff, D. (eds.), Windows on CLIL: Content and Language Integrated Learning in the European Spotlight. The Hague: European Platform for Dutch Education, pp. 172–178.Google Scholar
Coyle, D. (2008). ‘CLIL: A Pedagogical Approach from the European Perspective’, in Van Deusen-Scholl, N. and Hornberger, N. H. (eds.), Encyclopedia of Language and Education. New York, NY: Springer, pp. 97–111.Google Scholar
Coyle, D. (2018). ‘The Place of CLIL in (Bilingual) Education’. Theory into Practice, 57(3), 1–10.CrossRefGoogle Scholar
Coyle, D., Halbach, A., Meyer, O., and Schuck, K. (2018). ‘Knowledge Ecology for Conceptual Growth: Teachers as Active Agents in Developing a Pluriliteracies Approach to Teaching for Learning’. International Journal of Bilingual Education and Bilingualism, 21(3), 349–365.CrossRefGoogle Scholar
Coyle, D., Holmes, B., and King, L. (2009). Towards an Integrated Curriculum: CLIL National Statements and Guidelines. London, UK: The Languages Company.Google Scholar
Coyle, D., Hood, P., and Marsh, D. (2010). CLIL: Content and Language Integrated Learning. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Cross, R. (2014). Best Evidence Synthesis: Current Approaches to Languages Education (Gesture, Inquiry Learning, and CLIL). Melbourne, Australia: Catholic Education Commission of Victoria.Google Scholar
Cross, R. (2015). ‘Defining Content and Language Integrated Learning for Languages Education in Australia’. Babel, 49(2), 4–15.Google Scholar
Cross, R. (2016). ‘Language and Content “Integration”: The Affordances of Additional Languages as a Tool within a Single Curriculum Space’. Journal of Curriculum Studies, 48(3), 388–408.Google Scholar
Cross, R., and Gearon, M. (2013). Research and Evaluation of the Content and Language Integrated Learning (CLIL) Approach to Teaching and Learning Languages in Victorian Schools. Melbourne, Australia: Victorian Department of Education and Early Childhood.Google Scholar
Cruickshank, K. (2019). ‘Negotiating Content and Language for Quality Learning: What This Means in Secondary EAL and Science Programs’. Cross-curricular Language Learning: Putting CLIL into Practice. Sheffield, UK: Sheffield Hallam Institute of Education.Google Scholar
Dale, L., Oostdam, R., and Verspoor, M. (2017). ‘Searching for Identity and Focus: Towards an Analytical Framework for Language Teachers in Bilingual Education’. International Journal of Bilingual Education and Bilingualism, 21(3), 366–383.Google Scholar
Dalton-Puffer, C. (2018). ‘Postscriptum: Research Pathways in CLIL/Immersion Instructional Practices and Teacher Development’. International Journal of Bilingual Education and Bilingualism, 21(3), 384–387.Google Scholar
De Swaan, A. (2001). ‘English in the social sciences’, in Ammon, U. (ed.), The Dominance of English as a Language of Science: Effects on Other Languages and Language Communities. Berlin and New York: Mouton de Gruyter, pp. 71–83.Google Scholar
Department for Education and Skills. (2002). Languages for All: Languages for Life – A Strategy for England. London, UK: HMSO.Google Scholar
Department of Education and Science. (1990). Modern Foreign Languages for Ages 11 to 16: Proposals of the Secretary of State for Education and Science and the Secretary of State for Wales. National Curriculum Council. London, UK: HMSO.Google Scholar
Eurydice. (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Brussels, Belgium: European Commission.Google Scholar
Eurydice. (2017). Key Data on Teaching Languages at School in Europe. Brussels, Belgium: European Commission.Google Scholar
Hajek, J., and Slaughter, Y. (2015). Challenging the Monolingual Mindset. Bristol, UK: Multilingual Matters.Google Scholar
Hall, G., and Cook, G. (2012). ‘Own-Language Use in Language Teaching and Learning’. Language Teaching, 45(3), 271–308.Google Scholar
Hawkins, E. (1996). ‘Language Teaching in Perspective’, in Hawkins, E. (ed.), 30 Years of Language Teaching. London, UK: Centre for Information on Language Teaching and Research, pp. 15–32.Google Scholar
Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge, MA: Cambridge University Press.Google Scholar
Ito, Y. (2018). ‘CLIL in Practice in Japanese Elementary Classrooms: An Analysis of the Effectiveness of a CLIL Lesson in Japanese Traditional Crafts’. English Language Teaching, 11(9), 59–67.Google Scholar
Kirkpatrick, A. (2011). ‘English as an Asian Lingua Franca and the Multilingual Model of ELT’. Language Teaching, 44(2), 212–224.CrossRefGoogle Scholar
Leathes, S. (1918). Modern Studies: Being the Report to the Committee on the Position of Modern Languages in the Educational System of Great Britain. London, UK: HMSO.Google Scholar
Lo Bianco, J., and Cross, R. (2010). Melbourne Collaborative Research Grant: Sustainable Models of Content and Language Integrated Learning in Asian Languages. Melbourne, Australia: University of Melbourne and Xavier College, Kew.Google Scholar
Macaro, E., Curle, S., Pun, J., An, J., and Dearden, J. (2018). ‘A Systematic Review of English Medium Instruction in Higher Education’. Language Teaching, 51(1), 36–76.Google Scholar
Marsh, D. (2002). CLIL/EMILE – the European Dimension: Action, Trends and Foresight Potential. Brussels, Belgium: European Union Public Services Contract.Google Scholar
May, S. (2013a). ‘Introducing the “Multilingual Turn”’, in May, S. (ed.), The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education. London, UK: Routledge, pp. 1–6.Google Scholar
May, S. (2013b). The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education. London, UK: Routledge.CrossRefGoogle Scholar
Meyer, O., and Coyle, D. (2017). ‘Pluriliteracies Teaching for Learning: Conceptualizing Progression for Deeper Learning in Literacies Development’. European Journal of Applied Linguistics, 5(2), 199–222.CrossRefGoogle Scholar
Nikula, T., Dafouz, E., Moore, P., and Smit, U. (2016). Conceptualising Integration in CLIL and Multilingual Education. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Nuffield Foundation. (2000). Languages: The Next Generation – The Final Report and Recommendations of the Nuffield Languages Inquiry. London, UK: Author.Google Scholar
Riddlebarger, J. (2013). ‘Doing CLIL in Abu Dhabi’. Asian EFL Journal, 15(4), 413–421.Google Scholar
Rojo, L. M. (2013). ‘(De)Capitalising Students through Linguistic Practices: A Comparative Analysis of New Educational Programmes in a Global Era’, in Duchene, A., Moyer, M., and Roberts, C. (eds.), Language, Migration and Social Inequalities: A Critical Sociolinguistic Perspective on Institutions and Work. Bristol, UK: Multilingual Matters, pp. 118–146.Google Scholar
Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford, UK: Oxford University Press.Google Scholar
Siqueira, D. S. P., Landau, J., and Paraná, R. A. (2018). ‘Innovations and Challenges in CLIL Implementation in South America’. Theory into Practice, 57(3), 196–203.CrossRefGoogle Scholar
Smala, S. (2012). ‘CLIL programmes in Australia: Multilingual schooling contexts’. The European Journal of Applied Linguistics and TEFL, 1(1), 115–128.Google Scholar
Smala, S., Paz, J. B., and Lingard, B. (2013). ‘Languages, Cultural Capital and School Choice: Distinction and Second-Language Immersion Programmes’. British Journal of Sociology of Education, 34(3), 373–391.Google Scholar
Turner, M. (2013). ‘CLIL in Australia: The importance of context’. International Journal of Bilingual Education and Bilingualism, 16(4), 395–410.Google Scholar
Yang, W. (2015). ‘Content and Language Integrated Learning Next in Asia: Evidence of Learners’ Achievement in CLIL Education from a Taiwan Tertiary Degree Programme’. International Journal of Bilingual Education and Bilingualism, 18(4), 361–382.CrossRefGoogle Scholar

References

Bell, D. (2004). ‘A New Paradigm for Modern Foreign Languages?’ Language World (Newsletter), Rugby, p. 7. Rugby: Association of Language Learning.Google Scholar
Boo, Z., Dörnyei, Z., and Ryan, S. (2015). ‘L2 Motivation Research 2005–2014: Understanding a Publication Surge and a Changing Landscape’. System, 55, 147–157.Google Scholar
Bower, K. (2006). An Analysis of Pupils’ and Teachers’ Views on the Use of ‘Immersion’ Techniques in the Teaching of Modern Foreign Languages at One Secondary School. Hull, UK: University of Hull.Google Scholar
Bower, K. (2014). To What Extent Does Content and Language Integrated Learning (CLIL) as a Language-Based Project Approach Promote Pupil Motivation in the Teaching of MFL in Three Secondary Schools in England? Hull, UK: University of Hull.Google Scholar
Bower, K. (2017a). ‘Explaining Motivation in Language Learning: A Framework for Evaluation and Research’. Language Learning Journal. http://dx.doi.org/10.1080/09571736.2017.1321035.Google Scholar
Bower, K. (2017b). ‘“Speaking French Alive”: Learner Perspectives on Their Motivation in Content and Language Integrated Learning in England’. Innovation in Language Learning and Teaching, 1–16. http://dx.doi.org/10.1080/17501229.2017.1314483.Google Scholar
Coyle, D. (2000). ‘Meeting the Challenge: Developing the 3Cs Curriculum’, in Green, S. (ed.), New Perspectives on Teaching and Learning Modern Languages. Modern Languages in Practice. Clevedon, UK: Multilingual Matters, pp. 158–182.Google Scholar
Coyle, D. (2011). ITALIC Research Report Investigating Student Gains: Content and Language Integrated Learning. Edinburgh, UK: University of Aberdeen, Esmée Fairbairn Foundation.Google Scholar
Coyle, D. (2013). ‘Listening to Learners: An Investigation into “Successful Learning” across CLIL Contexts’. International Journal of Bilingual Education and Bilingualism, 16(3), 244–266.CrossRefGoogle Scholar
Deci, E., and Ryan, R. (1985). ‘The General Causality Orientations Scale: Self-determination in Personality’. Journal of Research in Personality, 19(2), 109–134.CrossRefGoogle Scholar
Deci, E. L., and Ryan, R. M. (2011). Self-determination Theory. Thousand Oaks, CA: Sage.Google Scholar
DfE. (2018). Schools, Pupils and Their Characteristics: January 2018. National Statistics. London, UK: Crown.Google Scholar
Dörnyei, Z. (1994). ‘Motivation and Motivating in the Foreign Language Classroom’. Modern Language Journal, 78(3), 273–284.Google Scholar
Dörnyei, Z. (2001). Teaching and Researching Motivation. Harlow, UK: Longman.Google Scholar
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. London: Erlbaum.Google Scholar
Dörnyei, Z. (2008). ‘New Ways of Motivating Foreign Language Learners: Generating Vision’. Links, 38(Winter), 3–4.Google Scholar
Dörnyei, Z. (2009). ‘Individual Differences: Interplay of Learner Characteristics and Learning Environment’. Language Learning, 59(s1), 230–248.CrossRefGoogle Scholar
Dörnyei, Z. (2019). ‘Towards a Better Understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System’. Studies in Second Language Learning and Teaching, 9(1), 19–30.CrossRefGoogle Scholar
Dörnyei, Z., MacIntyre, P. D., and Henry, A. (2014). ‘Conclusion: Hot Enough to Be Cool: The Promise of Dynamic Systems Research,” in Dörnyei, Z., MacIntyre, P. D., and Henry, A. (eds.), Motivational Dynamics in Language Learning. Bristol, UK: Multilingual Matters, pp. 419–429.Google Scholar
Dörnyei, Z., and Ottó, I. (1998). ‘Motivation in Action: A Process Model of L2 Motivation’. Working Papers in Applied Linguisitics, Thames Valley University, London, UK, 4, 43–69.Google Scholar
Dörnyei, Z., and Ushioda, E. (2011). Teaching and Researching Motivation. Harlow, UK: Pearson Education.Google Scholar
Espinoza, J. (2015). ‘More Than 300 Different Languages Spoken in British Schools’. Telegraph, London. www.telegraph.co.uk/education/educationnews/11761250/More-than-300-different-languages-spoken-in-British-schools-report-says.html.Google Scholar
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Baltimore, MD: Edward Arnold.Google Scholar
Gardner, R. C. (2001). ‘Integrative Motivation: Past, Present and Future’. Presented at Distinguished Lecturer Series, Temple University, Japan.Google Scholar
Gardner, R. C., and Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning. Rowley, MA: Newbury House Publishers.Google Scholar
Gardner, R. C., Day, J., and Maclntyre, P. (1992). ‘Integrative motivation, induced anxiety, and language learning in a controlled environment’. Studies in Second Language Acquisition, 14(2), 197–214. doi:10.1017/S0272263100010822.Google Scholar
Gardner, R. C. and Tremblay, P. F. (1994). ‘On motivation, measurement and conceptual considerations’. Modern Language Journal, 78, 524–527.Google Scholar
Gayton, A. M. (2018). ‘A Context-Specific Approach to L2 Motivation in Anglophone Settings: A First Step towards Theory Development’. Language Learning Journal, 46(4), 384–397.Google Scholar
Geertz, C. (1973). ‘Thick Description: Toward an Interpretive Theory of Culture’, in The Interpretation of Cultures: Selected Essays. New York, NY: Basic Books, pp. 3–30.Google Scholar
Government, H. (2013). National Curriculum. London, UK: Crown.Google Scholar
Hawkins. (1987). Modern Languages in the Curriculum. Cambridge, UK: Cambridge University Press.Google Scholar
Henry, A., Davydenko, S., and Dörnyei, Z. (2015). ‘The Anatomy of Directed Motivational Currents: Exploring Intense and Enduring Periods of L2 Motivation’. Modern Language Journal, 99(2), 329–345.Google Scholar
Jones, B., and Jones, G. (2001). Boys’ Performance in Modern Foreign Languages: Listening to Learners. London, UK: CILT.Google Scholar
Lamb, M. (2004). ‘Integrative motivation in a globalizing world’. System, 32(1), 3–19. doi:10.1016/j.system.2003.04.002.CrossRefGoogle Scholar
Lamb, M. (2013). ‘“Your mum and dad can’t teach you!”: Constraints on agency among rural learners of English in the developing world’. Journal of Multilingual and Multicultural Development, 34(1), 14–29. doi:10.1080/01434632.2012.697467.Google Scholar
Lanvers, U. (2017). ‘Contradictory Others and the Habitus of Languages: Surveying the L2 Motivation Landscape in the United Kingdom’. Modern Language Journal, 101(3), 517–532.Google Scholar
Lasagabaster, D. (2011). ‘English Achievement and Student Motivation in CLIL and EFL Settings’. Innovation in Language Learning and Teaching, 5(1), 3–18.Google Scholar
Méndez García, M. d. C. (2012). ‘The Potential of CLIL for Intercultural Development: A Case Study of Andalusian Bilingual Schools’. Language and Intercultural Communication, 12(3), 196–213.Google Scholar
Meyer, O. (2010). ‘Towards Quality CLIL: Successful Planning and Teaching Strategies’. PULSO. Revista de Educación, 33, 11–29.Google Scholar
Mohan, B. A. (1990). ‘LEP Students and the Integration of Language and Content: Knowledge Structures and Tasks’. Presented at Proceedings of the First Research Symposium on Limited English Proficient Student Issues, Washington, DC.Google Scholar
Noels, K. A. (2001). ‘Learning Spanish as a Second Language: Learner’s Orientations and Perceptions of Their Teachers’ Communication Style’. Language Learning 51(1), 107–144.Google Scholar
Noels, K. A., Pelletier, L. G., Clement, R., and Vallerand, R. J. (2000). ‘Why Are You Learning a Second Language? Motivational Orientations and Self-determination Theory’. Language Learning, 50(1), 57–85.Google Scholar
Noels, K. A., Pelletier, L. G., and Vallerand, R. J. (2003). ‘Why Are You Learning a Second Language? Motivational Orientations and Self-determination Theory’. Language Learning, 53(S1), 33–64.Google Scholar
Ofsted. (2016). School Inspection Handbook. Manchester, UK: Crown.Google Scholar
Ryan, R. M., and Deci, E. L. (2000). ‘Self-determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-being’. American Psychologist, 55(1), 68.Google Scholar
Ryan, S. and Dörnyei, Z. (2013). ‘The long-term evolution of language motivation and the L2 self’, in Fremdsprachen in der Perspektive Lebenslangen Lernens, ed. Berndt, A.. Frankfurt: Peter Lang, pp. 89–100.Google Scholar
Tinsley, T., and Doležal, N. (2018). Language Trends 2018: Language Teaching in Primary and Secondary Schools in England Survey Report. London, UK: British Council.Google Scholar
Ushioda, E. (1994). ‘L2 Motivation as a Qualitative Construct’. Teanga, 14, 76–84.Google Scholar
Ushioda, E. (1996). Learner Autonomy 5: The Role of Motivation. Dublin, Ireland: Authentik.Google Scholar
Ushioda, E. (2009). ‘A Person-in-Context Relational View of Emergent Motivation, Self and Identity’, in Dörnyei, Z. and Ushioda, E. (eds.), Motivation, Language Identity and the L2 Self. Bristol, UK: Multilingual Matters, pp. 215–228.Google Scholar
Weiner, B. (1992). Human Motivation: Metaphors, Theories, and Research. London, UK: Sage.Google Scholar
Williams, M., and Burden, R. L. (1997). Psychology for Language Teachers: A Social Constructivist Approach. New York, NY: Cambridge University Press.Google Scholar

References

de Bot, K. (2014). ‘The Effectiveness of Early Foreign Language Learning in the Netherlands’. Studies in Second Language Learning and Teaching, 4 (3), 409–418.Google Scholar
Brumen, M. (2011). ‘The Perception of and Motivation for Foreign Language Learning in Pre‐school’. Early Child Development and Care, 181(6), 717–732.Google Scholar
Bruner, J. S. (1966). Towards a Theory of Instruction. Cambridge, MA: Harvard University Press.Google Scholar
Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship: Essays and Reflections. Bristol, UK: Multilingual Matters.Google Scholar
Caccavale, T. (2007). ‘The Correlation between Early Second Language Learning and Native Language Skill Development’. Learning Languages, 13(1), 31–32.Google Scholar
Cook, V. (2016). Second Language Learning and Language Teaching. London: Routledge.Google Scholar
Coyle, D. (2013). ‘Listening to Learners: An Investigation into “Successful Learning” across CLIL Contexts’. International Journal of Bilingual Education and Bilingualism, 16(3), 244–266.Google Scholar
Coyle, D., Hood, P., and Marsh, D. (2010) Content Language Integrated Learning. Cambridge, UK: Cambridge University Press.Google Scholar
Department for Education. (2018). ‘Schools, Pupils and Their Characteristics: January 2018’. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/719226/Schools_Pupils_and_their_Characteristics_2018_Main_Text.pdf (accessed 13 June 2019).Google Scholar
Dörnyei, Z. (2009). The Psychology of Second Language Acquisition: Oxford Applied Linguistics. Oxford, UK: Oxford University Press.Google Scholar
Ellis, N. (1998). ‘Emergentism, Connectionism and Language Learning’. Language Learning, 48(4), 631–664.Google Scholar
European Commission. (2017). ‘Key Data on Teaching Languages at School in Europe’. http://viaa.gov.lv/library/files/original/Key_Data_on_Teaching_Languages_2017_Highlights.pdf (accessed 10 September 2018).Google Scholar
Feldman, D. H. (2004). ‘Piaget’s Stages: The Unfinished Symphony of Cognitive Development’. New Ideas in Psychology, 22, 175–231.CrossRefGoogle Scholar
Georgopoulou, A. A., and Griva, E. (2011). ‘Story-Based Learning: Implementation of a Pilot Project for Early Foreign Language Learning’. Procedia – Social and Behavioral Sciences, 31(2012), 110–115.Google Scholar
Granger, C. A. (2004). Silence in Second Language Learning: A Psychoanalytic Reading. Clevedon, UK: Multilingual Matters.Google Scholar
Hood, P. (2018). ‘Reviewing the Landscape’, in Hood, P. (ed.), Teaching Languages Creatively. London, UK: Routledge, pp. 1–13.Google Scholar
Hood, P., and Tobutt, K. (2015). Teaching Languages in the Primary School. London, UK: Sage.Google Scholar
Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria, VA: ASCD.Google Scholar
Johnstone, R. (2008). ‘Teaching a Modern Language to Children at Primary School: Making It Work for All’. English Teaching & Learning, 32(4), 1–40.Google Scholar
Johnstone, R., and McKinstry, R. (2008). ‘Early Primary Partial Immersion in French at Walker Road Primary School, Aberdeen’. Final Report. www.scilt.org.uk/Portals/24/Library/research/eppi_book.pdf (accessed 10 September 2018).Google Scholar
Jones, S., and Hood, P. (2019). ‘Learning from Creative Bilingual Classrooms’, in Hood, P. (ed.), Teaching Languages Creatively. London, UK: Routledge, pp. 14–27.Google Scholar
Jones, L., and MacKay, F. (2019). ‘The Next Stage of a Journey: Lessons Learned from Scotland’, in Hood, P. (ed.), Teaching Languages Creatively. London: Routledge, pp. 134–142.Google Scholar
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford, UK: Pergamon.Google Scholar
Lasagabaster, D. (2011). ‘English Achievement and Student Motivation in CLIL and EFL Settings’. Innovation in Language Learning and Teaching, 5(1), 3–18.Google Scholar
Mohan, B. (1986). Language and Content. Boston, MA: Addison-Wesley.Google Scholar
Nikolov, M., and Djigunovic, J. M. (2006). ‘Recent Research on Age, Second Language Acquisition and Early Foreign Language Learning’. Annual Review of Applied Linguistics, 26, 234–260.Google Scholar
Piaget, J., and Cook, M. (1952). The Origins of Intelligence in Children. New York, NY: International University Press.Google Scholar
Ploughman, M. (2008). ‘Exercise Is Brain Food: The Effects of Physical Activity on Cognitive Function’. Developmental Neurorehabilitation, 11(3), 236–240.Google Scholar
Scottish Government Languages Working Group. (2012). ‘Language Learning in Scotland: A 1+2 Approach’. www.gov.scot/resource/0039/00393435.pdf (accessed 20 September 2018).Google Scholar
Tinsley, T., and Doležal, N. (2018). Language Trends 2018. www.britishcouncil.org/sites/default/files/language_trends_2018_report.pdf (accessed 12 February 2020).Google Scholar
Tobutt, K., and Hood, P. (2019). ‘Teaching the Youngest Learners’, in Hood, P. (ed.), Teaching Languages Creatively. London, UK: Routledge, pp. 108–120.Google Scholar
Tobutt, K., and Roche, C. (2008). A La Française. Dublin: Authentik.Google Scholar
Vygotsky, L. S. (1965). Thought and Language. Cambridge, MA: MIT Press.Google Scholar
Waddington, J., Coto Bernal, S., and Siqués Jofré, C. (2018). ‘Creating and Evaluating a Foreign Language Area in an Early Childhood Setting’. European Early Childhood Education Research Journal, 26(3), 334–346.Google Scholar
Waninge, F., Dörnyei, Z., and de Bot, K. (2014). ‘Motivational Dynamics in Language Learning: Change, Stability, and Context’. Modern Language Journal, 98(3), 704–723.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×