Acceso usuarios
Yu-Fang Yang
The content and language integrated learning (CLIL) is acknowledged as a dual-focused educational approach and practice for better access in both languages and content learning. In the last two decades, CLIL has been increasingly under close scrutiny, especially in Europe and Latin America (Pérez-Cañado, 2018; Banegas, Poole, & Corrales, 2020). However, it has been expanded globally and takes up a notable position in the field of ELT. Here comes the publication of this edited collection, signal of an increased need and interests in CLIL across the world.
This book consists of four parts and fourteen chapters. Besides first part serves as introductory overview of CLIL’s theoretical development and last part as conclusional prospect of conduction of CLIL--both of which are presented by the editors of the book under review--this volume encompasses twelve papers falling under two headings: CLIL practice and CLIL professional development.
The part of CLIL practice addresses a variety of cultural backgrounds and educational contexts where CLIL implementations are conducted. This part discusses assessment issue in CLIL Spanish history course and translanguaging in CLIL science class in Colombia, attesting to the authenticity (chapter 2) and engaging effect of CLIL. Shifting to a less explored contexts in Japan and Taiwan, there are 3 chapters in this part that investigate the possibilities of implementing CLIL in Asian EFL contexts. Chapter 4 investigates the students’ perception of being assessed in a CLIL programme in Japanese University, chapter 6 concentrates on the interaction between teacher and students that ficilitates both content and language learning in a CLIL classroom in Japan. Chaper 7 surveys students in a CLIL programme at a polytechnic university in Taiwan with CQS (Cultural Quotient Scale) and finds that CLIL approach effectively promotes learners’ cross-cultural understanding and CQ competence. This part empirically reveals the malleability and accessibility of CLIL in various cross-cultural educational settings.
The part of CLIL professional development explores in what ways CLIL can be sustained across educational levels and types of education provision. Chapter 8 reflects CLIL models in Australian TESOL course, chapter 12 offers evidence that CLIL approach can also be utilized in coursebook for very young learners in tandem with second language learning in the context of schooling. This part also mentions language and content teachers’ needs for professional training that can provide instructions and strategies in both their pre- and in-service phases (chapter 9, 10, 11). Chapter 13 shows the significance of teachers’ awareness of possible hegemonic ideologies in CLIL class. It is crucial for people to realize that instead of being regarded as an elitist education/language learning approach (Van Mensel, Hiligsmann, Mettewie, & Galand, 2020), “CLIL can become the platform through which multilingual education is embraced as an option for anyone regardless of personal circumstances” (Hemmi & Banegas, 2021:306).
Taken as a whole, this anthology helps language teachers to establish a comprehensive understanding of CLIL initiatives and contributes concrete pedagogical implications for language teaching researchers, as well as education policy makers, postgraduates, and language teacher educators all over the world.
