Overview

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.

Full Product Details

Author:   Eva Codó (Universitat Autònoma de Barcelona, Spain)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.480kg
ISBN:  

9780367706500

ISBN 10:   0367706504
Pages:   246
Publication Date:   30 December 2022
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table 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

Reviews

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 Autonoma de Madrid

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 Autonoma 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. Jurgen Jaspers, Universite Libre de Bruxelles (ULB)

Author Information

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.

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