This book received the XV Research Award of the Spanish Association of Applied Linguistics (XV Premio de Investigación de la Asociación Española de Lingüística Aplicada) 2012. The present volume bears witness to the Europewide character of the Content and Language Integrated Learning (CLIL) enterprise by featuring contributions from researchers and teacher-educators from a range of European countries spanning the geographical expanse of the continent from east (Estonia) to west (United Kingdom) and from north (Finland) to south (Spain, Italy). More importantly, the different national contexts are characterised by diverse cultural stances and policies vis-à-vis second and foreign language learning in general and learning specific languages in particular and it is evident that such contextual factors impinge on what are identified as central concerns both in CLIL implementation and research.

Autorentext

Yolanda Ruiz de Zarobe is Associate Professor of Language and Linguistics at the University of the Basque Country. Her recent publications have focused on the acquisition of morphosyntactic aspects of English as a third language, multilingualism, and issues related to CLIL. She has recently co-edited the volumes Content and Language Integrated Learning: Evidence from Research in Europe (2009) and CLIL in Spain: Implementation, Results and Teacher Training (2010). Juan Manuel Sierra is Associate Professor of Language and Applied Linguistics at the University of the Basque Country. He has been involved in language teaching and teacher education for many years. He has published on CLIL, second and third language acquisition, foreign language teaching methodology, curricular design and multilingualism. His work has appeared in books, edited books and in various national and international refereed journals. Francisco Gallardo del Puerto has a PhD in English Studies and is Associate Professor of Language and Applied Linguistics at the University of the Basque Country. His publications have focused on multilingualism, the acquisition of phonological aspects of English as a third language, and the analysis of the effect of age on the learning of English as a foreign language.

Inhalt

Contents: Christiane Dalton-Puffer: Foreword Yolanda Ruiz de Zarobe/Juan Manuel Sierra/Francisco Gallardo del Puerto: Introduction - Content and Foreign Language Integrated Learning: A Plurilingual Perspective Peeter Mehisto/David Marsh: Approaching the Economic, Cognitive and Health Benefits of Bilingualism: Fuel for CLIL Do Coyle: Post-method Pedagogies: Using a Second or other Language as a Learning Tool in CLIL Settings Y. L. Teresa Ting: CLIL and Neuroscience: How are they Related? Carmen Pérez Vidal: Language Acquisition in three Different Contexts of Learning: Formal Instruction, Stay Abroad, and Semi-immersion (CLIL) Yolanda Ruiz de Zarobe: Which Language Competencies Benefit from CLIL? An Insight into Applied Linguistics Research Teresa Navés: How Promising are the Results of Integrating Content and Language for EFL Writing and Overall EFL Proficiency? Emma Dafouz Milne: English as the Medium of Instruction in Spanish Contexts: A Look at Teacher Discourses Juan Manuel Sierra: CLIL and Project Work: Contributions from the Classroom Raquel Fernández/Ana Halbach: Analysing the Situation of Teachers in the Madrid Autonomous Community Bilingual Project Ma Luisa García Gurrutxaga/Montse del Nozal/Milagros Villa/Rosa Aliaga: Teaching-learning Foreign Languages in the Basque State Schools: the INEBI and BHINEBI Projects, a Practical Example for CLIL and Competence-based Learning Inmaculada Muñoa Barredo: Key Factors to be Considered by CLIL Teachers Juan Manuel Sierra/Franciso Gallardo del Puerto/Yolanda Ruiz de Zarobe: Good Practices and Future Actions in CLIL: Learning and Pedagogy.