Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 1 - CLIL in Multilingual and English-Background Contexts

  • from Part I - The Educational Context for CLIL
  • Edited by Kim Bower, Sheffield Hallam University, Do Coyle, University of Edinburgh, Russell Cross, University of Melbourne, Gary N. Chambers, University of Leeds
  • Book:
    Curriculum Integrated Language Teaching
    Published online:
    27 July 2020
    Print publication:
    09 July 2020, pp 3-21

  • Summary

    Chapter 1 outlines the peculiarities of language learning in predominantly Anglophone contexts, highlighting the challenges that Anglophone countries face in the teaching of modern languages compared to non-Anglophone countries. Tracing the development of Content and Language Integrated Learning (CLIL) in the United Kingdom and Australia, the chapter explains why CLIL in such contexts is most often taught by language specialists, in contrast to content-area specialists, as is often the case in Europe where CLIL has been established for much longer. The chapter considers how CLIL offers a pedagogic model for mainstream modern language teachers in Anglophone-dominant contexts and how the same professional knowledge base might also have the potential to support the teaching of English as an additional language (EAL). The origins of how CLIL globally has become synonymous with learning English are also traced. A research agenda around the themes of sustainability, pedagogy, and social justice for CLIL in Anglophone-dominant contexts is proposed.