Content-based Language Learning in Multilingual Educational Environments by Maria Juan-GarauContent-based Language Learning in Multilingual Educational Environments by Maria Juan-Garau

Content-based Language Learning in Multilingual Educational Environments

byMaria Juan-GarauEditorJoana Salazar-Noguera

Hardcover | November 28, 2014

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The spread of English as an international language along with the desire to maintain local languages lead us to consider multilingualism as the norm rather than the exception. Consequently, bi/multilingual education has bloomed over the last decades. This volume deals with one such type of education currently in the spotlight as an essentially European strategy to multilingualism, CLIL (Content and Language Integrated Learning), in which curricular content is taught through a foreign language. The book contributes new empirical evidence on its effects on linguistic and attitudinal outcomes focusing on bi/multilingual learners who acquire English as an additional language. Moreover, it presents critical analyses of factors influencing multilingual education, the effects of CLIL on both language and content learning, and the contrast between CLIL and other models of instruction. The research presented suggests that CLIL can greatly enhance language acquisition in multilingual settings.

Title:Content-based Language Learning in Multilingual Educational EnvironmentsFormat:HardcoverDimensions:255 pagesPublished:November 28, 2014Publisher:Springer-Verlag/Sci-Tech/TradeLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:3319114956

ISBN - 13:9783319114958

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Table of Contents

Introduction: The Relevance of CLIL Education in Achieving Multilingualism on the Global Stage by Maria Juan-Garau & Joana Salazar-Noguera.- Part I Towards Multilingualism through CLIL.- Different Educational Approaches to Bi/Multilingualism and their Effect on Language Attitudes by David Lasagabaster.- Languages for all in Education: CLIL and ICLHE at the Crossroads of Multilingualism, Mobility and Internationalism by Carmen Pérez-Vidal.- The Effects of Implementing CLIL in Education by Yolanda Ruiz de Zarobe.- Influences of Previously Learned Languages on the Learning and use of Additional Languages by Scott H. Jarvis.- Time and Timing in CLIL: A Comparative Approach to Language Gains by Carmen Muñoz.- Part II Research on CLIL Education in Multilingual Settings.- Learning English and Learning through English: Insights from Secondary Education by Maria Juan-Garau and Joana Salazar-Noguera.- Testing Progress on Receptive Skills in CLIL and non-CLIL Contexts by J. Igor Prieto, Lucrecia Rallo Fabra, Caterina Calafat-Ripoll and Magdalena Catrain-González.- Writing Development under CLIL Provision by Maria Gené, Maria Juan-Garau and Joana Salazar-Noguera.- Does CLIL Enhance Oral Skills? Fluency and Pronunciation Errors by Spanish-Catalan Learners of English by Lucrècia Rallo-Fabra and Karen Jacob.- Lexico-Grammatical Development in Secondary Education CLIL Learners by Maria Juan-Garau, J. Igor Prieto-Arranz and Joana Salazar-Noguera.- Exploring Affective Factors in L3 Learning: CLIL vs. Non-CLIL by Marian Amengual-Pizarro and J. Igor Prieto-Arranz.- English Learners' Willingness to Communicate and Achievement in CLIL and Formal Instruction Contexts by Edleide Menezes and Maria Juan-Garau.- CLIL in Context: Profiling Language Abilities by Carmen Pérez-Vidal and Helena Roquet.

Editorial Reviews

The spread of English as an international language along with the desire to maintain local languages lead us to consider multilingualism as the norm rather than the exception. Consequently, bi/multilingual education has bloomed over the last decades. This volume deals with one such type of education currently in the spotlight as an essentially European strategy to multilingualism, CLIL (Content and Language Integrated Learning), in which curricular content is taught through a foreign language. The book contributes new empirical evidence on its effects on linguistic and attitudinal outcomes focusing on bi/multilingual learners who acquire English as an additional language. Moreover, it presents critical analyses of factors influencing multilingual education, the effects of CLIL on both language and content learning, and the contrast between CLIL and other models of instruction. The research presented suggests that CLIL can greatly enhance language acquisition in multilingual settings.Within the global CLIL research community, the call for longitudinal studies into effects of various kinds of CLIL has been conveyed for a very long time. Maria Juan-Garau and Joana Salazar-Noguera have now compiled an impressive collection of papers relating to precisely this call, as it reports from the longitudinal COLE-project carried out in the Balearic Islands and Catalonia, which both are CLIL-contexts at the forefront. The volume makes an important contribution to the field of CLIL, as well as Second Language Acquisition. It addresses a range of highly relevant topics, ranging from overall implications of CLIL to empirical findings in regard to, for instance, L2 reading, writing and fluency. The rich data collected in the COLE-project is clearly presented, and the content should be of interest to anybody involved in CLIL in one way or another. Dr Liss Kerstin Sylvén, University of Gothenburg, Sweden