This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible meta-language (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field. In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators. Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL areoften situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry.

Meets the urgent needs of teachers who are supporting EAL learners in mainstream classrooms Clarifies the relationships between LAC, immersion, CLIL, Content-based Instruction and other related approaches Equips teachers to handle practical issues in designing and trying out school-based LAC & CLIL in English as an Additional Language (EAL) contexts Includes supplementary material: sn.pub/extras

Autorentext
Angel Lin is Professor of English Language and Literacy Education at the Faculty of Education, University of Hong Kong. She received her Ph.D. from the Ontario Institute for Studies in Education, University of Toronto in 1996. Since then her research and teaching have focused on classroom discourse analysis, bilingual and multilingual education, academic literacies and language policy and planning in postcolonial contexts. She has published six research books and over ninety research articles, and serves on the editorial boards of a number of leading international research journals.

Inhalt
1 Introduction.- 2 How Language Varies: Everyday language and Academic Language.- 3 Analysing Academic Language.- 4 Disconnects in Education Settings and Research Traditions.- 5 Curriculum Mapping and Bridging Pedagogies.- 6 Assessment Issues.- 7 Programming for Integration of Content and Language Learning.- 8 Critical Perspectives.- 9 Directions for Future Research & The Way Forward.