Del 92 - Bilingual Education & Bilingualism

CLIL in Higher Education

Towards a Multilingual Language Policy

Häftad, Engelska, 2013

Av Inmaculada Fortanet-Gómez

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This book offers a unique view of multilingualism in higher education from a global perspective. It presents a contextualised case of a multilingual language policy which takes the Content and Language Integrated Learning (CLIL) approach. The volume discusses various approaches to multilingual education including CLIL and then proposes guidelines for a multilingual language policy for Universitat Jaume I in Castelló, Spain. It examines the advantages of a multilingual education programme and reviews the success of existing language policies. This book will be an essential resource for researchers and students as well as policy makers.

Produktinformation

Utgivningsdatum2013-04-08
Mått148 x 210 x 16 mm
Vikt409 g
FormatHäftad
SpråkEngelska
SerieBilingual Education & Bilingualism
Antal sidor304
FörlagChannel View Publications Ltd
ISBN9781847699350

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Inmaculada Fortanet-Gómez is a senior lecturer at Universitat Jaume I in Castelló, where she teaches English for Specific Purposes for the degrees of Business Administration and English Studies, as well as Master and doctoral courses, and teacher training courses for CLIL at the university. Her research focuses on Content and Language Integrated Learning, as well as academic and professional English discourse.

IntroductionPart I. Multilingualism and Multilingual EducationChapter 1. MultilingualismChapter 2. Multilingual EducationPart II. Multilingualism in Higher EducationChapter 3. The Socio-political ContextChapter 4. The Language ComponentChapter 5. The Pedagogical ComponentChapter 6. The Human FactorPart III. Towards a Multilingual Higher Education Institution: The Case of Universitat Jaume IChapter 7. Description of the StudyChapter 8. Background and Context of Universitat Jaume IChapter 9. Proposals for a Multilingual Language PolicyPart IV: Conclusions

This three-part book makes an important contribution to the area of multilingual education and policy at tertiary level. By contextualising multilingual education within the realities of a particular university, the author offers a rich analysis which takes account of local nuances, such as the preservation of a local language, yet also captures a global perspective through her comprehensive coverage of literature and thinking in this area.