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This collection turns a critical lens on Content and Language Integrated Learning (CLIL) research, making the case for a sociolinguistic-informed approach towards investigating social inequalities and making visible issues, processes and actors overlooked in CLIL research.
The volume seeks to expand the borders of existing CLIL scholarship through situated ethnographic perspectives, highlighting the value of a critical sociolinguistic perspective in illuminating the relationship between the emergence of CLIL and specific socio-political and economic conditions in contemporary multilingual education. Drawing on examples from Europe, Latin America, Australia and Asia, the book focuses on exploring inequities in CLIL policy and implementation across different institutional contexts and demonstrates the ways in which CLIL extends beyond the classroom as situated in multiple and changing networks of interest, policy and practice.
This book will be of particular interest to students and scholars in sociolinguistics, multilingual education, language policy and planning, and applied linguistics.
List of contents
List of contributors
Acknowledgements
1. Introducing Global CLIL: Critical, ethnographic and language policy perspectives
Eva Codó
Part 1: Localisations of CLIL outside Europe
2. Exporting European CLIL to India: Flexible appropriations for complex language debates
Ana M. Relaño-Pastor and Jessica McDaid
3. Situated emergence of CLIL: New discourses of bilingual education in Australian government schools
Simone Smala
4. CLIL and the dynamics of policy and sectorization in Colombia
Carl Edlund Anderson, Liliana Cuesta Medina, Rosa Dene David and Jermaine S. McDougald
5. The challenges of integrating linguistic and disciplinary knowledge in public secondary schools in the province of Córdoba, Argentina
Ana Cecilia Peérez and Virginia Unamuno
Part 2: Lived experiences of CLIL: A focus on actors
6. Policy, practice and agency: Making CLIL work? Insights from Austrian upper secondary technical education
Julia Hüttner and Ute Smit
7. Bilingual education: English and the life projects of youth in contemporary Spain
Adriana Patiño-Santos and David Poveda
8. Languaging teachers: CLIL and the politics of precarisation in Catalonia
Eva Codó
9. Being and becoming a CLIL teacher: Discourses of identities, language and emotional labour in Castilla-La Mancha bilingual schools
Frances Giampapa and Alicia Fernández Barrera
Afterword - The promise of CLIL: Discourse, practices and selves
Miguel Pérez-Milans
Index
About the author
Eva Codó is Associate Professor of English Linguistics at Universitat Autònoma de Barcelona. Her field of specialisation is the sociolinguistics of multilingualism, with a particular focus on language policy and critical institutional ethnography. Her research has been published widely. She is currently co-Chair of the Association for the Study of Discourse and Society (EDiSo) ad co-editor of Multilingua.
Summary
This collection turns a critical lens on Content and Language Integrated Learning (CLIL) research, making the case for a sociolinguistically-informed approach toward investigating social inequalities and making visible issues, processes, and actors overlooked in CLIL research.
Report
This volume brings a much-needed critical perspective on CLIL as a
global educational phenomenon. It is refreshing and challenging to
those already involved in CLIL research and opens up new lines of
enquiry for researchers who wish to examine critically how CLIL in its
spread around the world may contribute to exacerbating, rather than
ameliorating, social inequality. -
Tom Morton, Universidad Autónoma de Madrid
This first book-length critical account of Content and Language Integrated Learning offers a necessary, groundbreaking, and absolutely fascinating perspective on the various challenges
generated by one of the most popular language education initiatives of the last decades. Incisive, thought-provoking, and brimming with real-life action, this book is a must-read for any scholar interested in the day-to-day affordances and effects of contemporary language education policy.
Jürgen Jaspers, Université Libre de Bruxelles (ULB)
