Darío Luis Banegas is Lecturer in Language Education at the University of Edinburgh. He is involved in teacher associations in Latin America and Europe. He is a fellow of the Higher Education Academy and an associate fellow with the University of Warwick. His main research and teaching interests are CLIL, action research, social justice, and initial language teacher education. He has edited volumes with Bloomsbury, Multilingual Matters, and Palgrave on different aspects of language education.Sandra Zappa-Hollman is Associate Professor in the Faculty of Education at the University of British Columbia, Canada, and Director of Academic English at UBC’s Vantage College. Her research examines processes of language and literacy socialisation of multilingual English language post-secondary students, including the perspectives of faculty members working with diverse student populations. Her work also aims to shed light on questions and issues concerning curricular and pedagogical approaches that support culturally and linguistically responsive teaching.Consulting Editor: Graham Hall

• List of figuresList of tablesList of contributorsAcknowledgmentsIntroductionDarío Luis Banegas and Sandra Zappa-HollmanPART 1Language and language teaching in CLIL1 CLIL and linguisticsAna Llinares2 Translanguaging in CLILPat Moore3 CLIL and language teaching approachesRaul Albuquerque Paraná, Sávio Siqueira and Julia Landau4 CLIL and English for specific purposesGabriela Tavella and Soledad Loutayf5 CLIL and English-medium instructionJoyce Kling and Slobodanka Dimova6 Epistemological and methodological trends in CLIL researchJosé GorisPART 2Core topics and issues7 CLIL and educational policyYolanda Ruiz de Zarobe8 L2 proficiency and development in CLILChristiane Dalton-Puffer and Silvia Bauer-Marschallinger9 Cognitive development in CLILAlberto Fernández-Costales10 Intercultural citizenship as CLIL in foreign language educationMelina Porto11 CLIL and professional developmentLimin Yuan and Yuen Yi Lo12 Collaboration between CLIL teachersJosephine MoatePART 3Contexts and learners13 CLIL with heritage languagesJoanna McPake14 CLIL with languages other than EnglishKim Bower15 Doing CLIL with primary learners: From principles to practiceFabiana Fazzi and Marcella Menegale16 CLIL with secondary school learnersVeronico N. Tarrayo and Philippe Jose S. HernandezPART 4CLIL in practice17 Teachers’ perceptions, beliefs, and attitudes on CLILJermaine S. McDougald18 The learner’s perspective on CLIL: Attitudes, motivations, and perceptionsXabier San Isidro and María Luisa Pérez Cañado19 Instructional scaffolding in CLIL: An overview of theory and researchKarina Rose Mahan20 Classroom interaction in CLILDongying Li21 CLIL challenges in designing learning experiencesLiz Dale and Tessa Mearns22 CLIL materials: From theory to practiceLaura Karabassova and Nurziya Oralbayeva23 Corrective feedback in CLILRuth Milla and Pilar García Mayo24 Assessment in CLILTakanori SatoPART 5CLIL around the world25 CLIL in various forms around the worldLiss Kerstin Sylvén and Keiko Tsuchiya26 CLIL in the Nordic countriesSotiria Varis and Anssi Roiha27 CLIL in The Netherlands: Three decades and innovation and developmentTessa Mearns, Evelyn van Kampen, and Wilfried Admiraal28 CLIL in ItalyJacqueline Aiello and Emilia Di Martino29 CLIL in EcuadorJuanita Argudo, Tammy Fajardo-Dack, and Mónica Abad30 CLIL in ColombiaKathleen A. Corrales and Paige M. Poole31 The CLIL experience in CameroonInnocent Mbouya Fassé and Alain Flaubert Takam32 Current practice and research of CLIL in JapanChantal Hemmi33 CLIL in TaiwanWenhsien YangPART 6Looking forward 34 CLIL: Critical perspectivesBong-gi Sohn35 CLIL: Future directionsTom Morton36 Coda: Carpe diemDo CoyleIndex

Capturing the multifaceted nature of CLIL, this Handbook spans levels of education and linguistic, geographical and socio-political contexts. It is a timely synthesis of CLIL research and practice, with perceptive insights for future development. This comprehensive handbook will be a valuable resource for CLIL researchers and teachers alike.-- Tarja Nikula, University of Jyväskylä, FinlandWith its impressive range of topics covered by leading scholars in CLIL, this Handbook will be a crucial and valuable source of relevant knowledge and cutting-edge thinking, and a treasured resource for students, researchers, teacher educators and last, but far from least, teachers engaged in bilingual education.-- Ute Smit, University of Vienna, Austria

Darío Luis Banegas is Lecturer in Language Education at the University of Edinburgh. He is involved in teacher associations in Latin America and Europe. He is a fellow of the Higher Education Academy and an associate fellow with the University of Warwick. His main research and teaching interests are CLIL, action research, social justice, and initial language teacher education. He has edited volumes with Bloomsbury, Multilingual Matters, and Palgrave on different aspects of language education.Sandra Zappa-Hollman is Associate Professor in the Faculty of Education at the University of British Columbia, Canada, and Director of Academic English at UBC’s Vantage College. Her research examines processes of language and literacy socialisation of multilingual English language post-secondary students, including the perspectives of faculty members working with diverse student populations. Her work also aims to shed light on questions and issues concerning curricular and pedagogical approaches that support culturally and linguistically responsive teaching.Consulting Editor: Graham Hall

• List of figuresList of tablesList of contributorsAcknowledgmentsIntroductionDarío Luis Banegas and Sandra Zappa-HollmanPART 1Language and language teaching in CLIL1 CLIL and linguisticsAna Llinares2 Translanguaging in CLILPat Moore3 CLIL and language teaching approachesRaul Albuquerque Paraná, Sávio Siqueira and Julia Landau4 CLIL and English for specific purposesGabriela Tavella and Soledad Loutayf5 CLIL and English-medium instructionJoyce Kling and Slobodanka Dimova6 Epistemological and methodological trends in CLIL researchJosé GorisPART 2Core topics and issues7 CLIL and educational policyYolanda Ruiz de Zarobe8 L2 proficiency and development in CLILChristiane Dalton-Puffer and Silvia Bauer-Marschallinger9 Cognitive development in CLILAlberto Fernández-Costales10 Intercultural citizenship as CLIL in foreign language educationMelina Porto11 CLIL and professional developmentLimin Yuan and Yuen Yi Lo12 Collaboration between CLIL teachersJosephine MoatePART 3Contexts and learners13 CLIL with heritage languagesJoanna McPake14 CLIL with languages other than EnglishKim Bower15 Doing CLIL with primary learners: From principles to practiceFabiana Fazzi and Marcella Menegale16 CLIL with secondary school learnersVeronico N. Tarrayo and Philippe Jose S. HernandezPART 4CLIL in practice17 Teachers’ perceptions, beliefs, and attitudes on CLILJermaine S. McDougald18 The learner’s perspective on CLIL: Attitudes, motivations, and perceptionsXabier San Isidro and María Luisa Pérez Cañado19 Instructional scaffolding in CLIL: An overview of theory and researchKarina Rose Mahan20 Classroom interaction in CLILDongying Li21 CLIL challenges in designing learning experiencesLiz Dale and Tessa Mearns22 CLIL materials: From theory to practiceLaura Karabassova and Nurziya Oralbayeva23 Corrective feedback in CLILRuth Milla and Pilar García Mayo24 Assessment in CLILTakanori SatoPART 5CLIL around the world25 CLIL in various forms around the worldLiss Kerstin Sylvén and Keiko Tsuchiya26 CLIL in the Nordic countriesSotiria Varis and Anssi Roiha27 CLIL in The Netherlands: Three decades and innovation and developmentTessa Mearns, Evelyn van Kampen, and Wilfried Admiraal28 CLIL in ItalyJacqueline Aiello and Emilia Di Martino29 CLIL in EcuadorJuanita Argudo, Tammy Fajardo-Dack, and Mónica Abad30 CLIL in ColombiaKathleen A. Corrales and Paige M. Poole31 The CLIL experience in CameroonInnocent Mbouya Fassé and Alain Flaubert Takam32 Current practice and research of CLIL in JapanChantal Hemmi33 CLIL in TaiwanWenhsien YangPART 6Looking forward 34 CLIL: Critical perspectivesBong-gi Sohn35 CLIL: Future directionsTom Morton36 Coda: Carpe diemDo CoyleIndex

Capturing the multifaceted nature of CLIL, this Handbook spans levels of education and linguistic, geographical and socio-political contexts. It is a timely synthesis of CLIL research and practice, with perceptive insights for future development. This comprehensive handbook will be a valuable resource for CLIL researchers and teachers alike.-- Tarja Nikula, University of Jyväskylä, FinlandWith its impressive range of topics covered by leading scholars in CLIL, this Handbook will be a crucial and valuable source of relevant knowledge and cutting-edge thinking, and a treasured resource for students, researchers, teacher educators and last, but far from least, teachers engaged in bilingual education.-- Ute Smit, University of Vienna, Austria

Darío Luis Banegas is Lecturer in Language Education at the University of Edinburgh. He is involved in teacher associations in Latin America and Europe. He is a fellow of the Higher Education Academy and an associate fellow with the University of Warwick. His main research and teaching interests are CLIL, action research, social justice, and initial language teacher education. He has edited volumes with Bloomsbury, Multilingual Matters, and Palgrave on different aspects of language education.Sandra Zappa-Hollman is Associate Professor in the Faculty of Education at the University of British Columbia, Canada, and Director of Academic English at UBC’s Vantage College. Her research examines processes of language and literacy socialisation of multilingual English language post-secondary students, including the perspectives of faculty members working with diverse student populations. Her work also aims to shed light on questions and issues concerning curricular and pedagogical approaches that support culturally and linguistically responsive teaching.Consulting Editor: Graham Hall

• List of figuresList of tablesList of contributorsAcknowledgmentsIntroductionDarío Luis Banegas and Sandra Zappa-HollmanPART 1Language and language teaching in CLIL1 CLIL and linguisticsAna Llinares2 Translanguaging in CLILPat Moore3 CLIL and language teaching approachesRaul Albuquerque Paraná, Sávio Siqueira and Julia Landau4 CLIL and English for specific purposesGabriela Tavella and Soledad Loutayf5 CLIL and English-medium instructionJoyce Kling and Slobodanka Dimova6 Epistemological and methodological trends in CLIL researchJosé GorisPART 2Core topics and issues7 CLIL and educational policyYolanda Ruiz de Zarobe8 L2 proficiency and development in CLILChristiane Dalton-Puffer and Silvia Bauer-Marschallinger9 Cognitive development in CLILAlberto Fernández-Costales10 Intercultural citizenship as CLIL in foreign language educationMelina Porto11 CLIL and professional developmentLimin Yuan and Yuen Yi Lo12 Collaboration between CLIL teachersJosephine MoatePART 3Contexts and learners13 CLIL with heritage languagesJoanna McPake14 CLIL with languages other than EnglishKim Bower15 Doing CLIL with primary learners: From principles to practiceFabiana Fazzi and Marcella Menegale16 CLIL with secondary school learnersVeronico N. Tarrayo and Philippe Jose S. HernandezPART 4CLIL in practice17 Teachers’ perceptions, beliefs, and attitudes on CLILJermaine S. McDougald18 The learner’s perspective on CLIL: Attitudes, motivations, and perceptionsXabier San Isidro and María Luisa Pérez Cañado19 Instructional scaffolding in CLIL: An overview of theory and researchKarina Rose Mahan20 Classroom interaction in CLILDongying Li21 CLIL challenges in designing learning experiencesLiz Dale and Tessa Mearns22 CLIL materials: From theory to practiceLaura Karabassova and Nurziya Oralbayeva23 Corrective feedback in CLILRuth Milla and Pilar García Mayo24 Assessment in CLILTakanori SatoPART 5CLIL around the world25 CLIL in various forms around the worldLiss Kerstin Sylvén and Keiko Tsuchiya26 CLIL in the Nordic countriesSotiria Varis and Anssi Roiha27 CLIL in The Netherlands: Three decades and innovation and developmentTessa Mearns, Evelyn van Kampen, and Wilfried Admiraal28 CLIL in ItalyJacqueline Aiello and Emilia Di Martino29 CLIL in EcuadorJuanita Argudo, Tammy Fajardo-Dack, and Mónica Abad30 CLIL in ColombiaKathleen A. Corrales and Paige M. Poole31 The CLIL experience in CameroonInnocent Mbouya Fassé and Alain Flaubert Takam32 Current practice and research of CLIL in JapanChantal Hemmi33 CLIL in TaiwanWenhsien YangPART 6Looking forward 34 CLIL: Critical perspectivesBong-gi Sohn35 CLIL: Future directionsTom Morton36 Coda: Carpe diemDo CoyleIndex

Capturing the multifaceted nature of CLIL, this Handbook spans levels of education and linguistic, geographical and socio-political contexts. It is a timely synthesis of CLIL research and practice, with perceptive insights for future development. This comprehensive handbook will be a valuable resource for CLIL researchers and teachers alike.-- Tarja Nikula, University of Jyväskylä, FinlandWith its impressive range of topics covered by leading scholars in CLIL, this Handbook will be a crucial and valuable source of relevant knowledge and cutting-edge thinking, and a treasured resource for students, researchers, teacher educators and last, but far from least, teachers engaged in bilingual education.-- Ute Smit, University of Vienna, Austria