Content and Language Integrated Learning: A research agenda

While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextual...

Full description

Saved in:
Bibliographic Details
Published in:Language teaching 2013-10, Vol.46 (4), p.545-559
Main Authors: Dalton-Puffer, Christiane, Smit, Ute
Format: Article
Language:English
Subjects:
Action research
Classroom communication
Content analysis
Content and language integrated learning
Educational Planning
Language instruction
Language teaching methods
Second language instruction
Second Languages
Teaching Methods
Thinking Allowed
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to CLIL realities, but so far underrepresented in the literature. These are, firstly, policy issues, comprising policy statements as well as stakeholders’ perceptions of CLIL and its success; secondly, classroom discourse as the prime site for the investigation of CLIL practices and their implications for the learning process; and, thirdly, classroom pedagogy, with the focus on potential differences between CLIL and non-CLIL settings.
ISSN:0261-4448
1475-3049
DOI:10.1017/S0261444813000256