Global CLIL

Critical, Ethnographic and Language Policy Perspectives

Häftad, Engelska, 2024

AvEva Codó,Spain) Codo, Eva (Universitat Autonoma de Barcelona

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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.

Produktinformation

Utgivningsdatum2024-08-26
Mått152 x 229 x 17 mm
Vikt453 g
FormatHäftad
SpråkEngelska
SerieRoutledge Critical Studies in Multilingualism
Antal sidor246
FörlagTaylor & Francis Ltd
ISBN9780367706517

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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.

List of contributorsAcknowledgements1. Introducing Global CLIL: Critical, ethnographic and language policy perspectivesEva CodóPart 1: Localisations of CLIL outside Europe2. Exporting European CLIL to India: Flexible appropriations for complex language debatesAna M. Relaño-Pastor and Jessica McDaid3. Situated emergence of CLIL: New discourses of bilingual education in Australian government schoolsSimone Smala4. CLIL and the dynamics of policy and sectorization in ColombiaCarl Edlund Anderson, Liliana Cuesta Medina, Rosa Dene David and Jermaine S. McDougald5. The challenges of integrating linguistic and disciplinary knowledge in public secondary schools in the province of Córdoba, ArgentinaAna Cecilia Peérez and Virginia UnamunoPart 2: Lived experiences of CLIL: A focus on actors6. Policy, practice and agency: Making CLIL work? Insights from Austrian upper secondary technical educationJulia Hüttner and Ute Smit7. Bilingual education: English and the life projects of youth in contemporary SpainAdriana Patiño-Santos and David Poveda8. Languaging teachers: CLIL and the politics of precarisation in CataloniaEva Codó9. Being and becoming a CLIL teacher: Discourses of identities, language and emotional labour in Castilla-La Mancha bilingual schoolsFrances Giampapa and Alicia Fernández BarreraAfterword – The promise of CLIL: Discourse, practices and selvesMiguel Pérez-MilansIndex

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 MadridThis 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)