Del 41 - Second Language Acquisition

Content and Language Integrated Learning

Evidence from Research in Europe

Häftad, Engelska, 2009

Av Yolanda Ruiz de Zarobe, Rosa María Jiménez Catalán, Rosa Maria Jimenez Catalan, Rosa María, Jiménez Catalán

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This book contributes to the growth of interest in Content and Language Integrated Learning (CLIL), an approach to second/foreign language learning that requires the use of the target language to learn content. Within the framework of European strategies to promote multilingualism, CLIL has begun to be used extensively in a variety of language learning contexts, and at different educational systems and language programmes. This book brings together critical analyses on theoretical and implementation issues of Content and Language Integrated Learning, and empirical studies on the effectiveness of this type of instruction on learners’ language competence. The basic theoretical assumption behind this book is that through successful use of the language to learn content, learners will develop their language proficiency more effectively while they learn the academic content specified in the curricula.

Produktinformation

Utgivningsdatum2009-05-11
Mått156 x 234 x 14 mm
Vikt387 g
FormatHäftad
SpråkEngelska
SerieSecond Language Acquisition
Antal sidor256
FörlagChannel View Publications Ltd
ISBN9781847691651

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Yolanda Ruiz de Zarobe received her PhD in Linguistics from the University of the Basque Country (Spain). She is Associate Professor of Language and Linguistics at the University of the Basque Country, Spain. Her research interests are second and third language acquisition. Her recent publications have focused on the acquisition of morphosyntactic aspects of English as a third language, multilingualism, and issues related to Content and Language Integrated Learning.Rosa María Jiménez Catalán is Associate Professor of Applied Linguistics at the University of La Rioja. She has a PH.D in English Philology Studies and is the author of articles and books on English second language learning and teaching. Her current research interests include vocabulary acquisition and teaching and the analysis of the effect of gender and type of instruction on vocabulary development in English as a foreign language.

Foreword - David MarshIntroduction - Yolanda Ruiz de Zarobe and Rosa María Jiménez CatalánPart 1. Theoretical and Implementation Issues of Content and Language Integrated LearningChapter 1. Spanish CLIL: Research and Official Actions - Almudena Fernández FontechaChapter 2. Effective CLIL Programmes - Teresa NavésChapter 3. Developing Theories of Practices in CLIL: CLIL as Postmethod Pedagogies? - Rolf WiesemesPart 2. Studies in Content and Language Integrated LearningChapter 4. Testing the Effectiveness of CLIL in Foreign Language Contexts: The Assessment of English Pronunciation - Francisco Gallardo del Puerto, Esther Gómez Lacabex and María Luisa García LecumberriChapter 5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL vs. Non-CLIL Instruction - Rosa María Jiménez Catalán and Yolanda Ruiz de ZarobeChapter 6. Young Learners’ L2 Word Association Responses in Two Different Learning Contexts - Soraya Moreno EspinosaChapter 7. The Role of Spanish L1 in the Vocabulary Use of CLIL and Non-CLIL EFL Learners - María del Pilar Agustín LlachChapter 8. Themes, and Vocabulary in CLIL and Non-CLIL Instruction - Julieta Ojeda AlbaChapter 9. Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL vs. Non-CLIL - Izaskun Villareal Olaizola and María del Pilar García MayoChapter 10. The Acquisition of English Syntax by CLIL Learners in the Basque Country - María Martínez Adrián and M. Junkal Gutiérrez MangadoChapter 11. Communicative Competence and the CLIL Lesson - Christiane Dalton-PufferChapter 12. CLIL in Social Science Classrooms: Analysis of Spoken and Written Productions - Rachel Whittaker and Ana Llinares

This volume promises to become a landmark in the evolution of CLIL in Europe. The authors provide a wealth of research evidence on all aspects of language learning in CLIL programs. Their findings will reassure CLIL educators about the benefits of CLIL and at the same time provoke valuable discussion about the next steps to be taken in developing even more effective forms of CLIL. Research does not have all the answers, but it can certainly stimulate reflection and discussion as stakeholders seek answers to challenging issues in CLIL and this book will definitely catalyze valuable discussions.