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 figures

List of tables

List of contributors

Acknowledgments

Introduction

Darío Luis Banegas and Sandra Zappa-Hollman

PART 1

Language and language teaching in CLIL

1 CLIL and linguistics

Ana Llinares

2 Translanguaging in CLIL

Pat Moore

3 CLIL and language teaching approaches

Raul Albuquerque Paraná, Sávio Siqueira and Julia Landau

4 CLIL and English for specific purposes

Gabriela Tavella and Soledad Loutayf

5 CLIL and English-medium instruction

Joyce Kling and Slobodanka Dimova

6 Epistemological and methodological trends in CLIL research

José Goris

PART 2

Core topics and issues

7 CLIL and educational policy

Yolanda Ruiz de Zarobe

8 L2 proficiency and development in CLIL

Christiane Dalton-Puffer and Silvia Bauer-Marschallinger

9 Cognitive development in CLIL

Alberto Fernández-Costales

10 Intercultural citizenship as CLIL in foreign language education

Melina Porto

11 CLIL and professional development

Limin Yuan and Yuen Yi Lo

12 Collaboration between CLIL teachers

Josephine Moate

PART 3

Contexts and learners

13 CLIL with heritage languages

Joanna McPake

14 CLIL with languages other than English

Kim Bower

15 Doing CLIL with primary learners: From principles to practice

Fabiana Fazzi and Marcella Menegale

16 CLIL with secondary school learners

Veronico N. Tarrayo and Philippe Jose S. Hernandez

PART 4

CLIL in practice

17 Teachers' perceptions, beliefs, and attitudes on CLIL

Jermaine S. McDougald

18 The learner's perspective on CLIL: Attitudes, motivations, and perceptions

Xabier San Isidro and María Luisa Pérez Cañado

19 Instructional scaffolding in CLIL: An overview of theory and research

Karina Rose Mahan

20 Classroom interaction in CLIL

Dongying Li

21 CLIL challenges in designing learning experiences

Liz Dale and Tessa Mearns

22 CLIL materials: From theory to practice

Laura Karabassova and Nurziya Oralbayeva

23 Corrective feedback in CLIL

Ruth Milla and Pilar García Mayo

24 Assessment in CLIL

Takanori Sato

PART 5

CLIL around the world

25 CLIL in various forms around the world

Liss Kerstin Sylvén and Keiko Tsuchiya

26 CLIL in the Nordic countries

Sotiria Varis and Anssi Roiha

27 CLIL in The Netherlands: Three decades and innovation and development

Tessa Mearns, Evelyn van Kampen, and Wilfried Admiraal

28 CLIL in Italy

Jacqueline Aiello and Emilia Di Martino

29 CLIL in Ecuador

Juanita Argudo, Tammy Fajardo-Dack, and Mónica Abad

30 CLIL in Colombia

Kathleen A. Corrales and Paige M. Poole

31 The CLIL experience in Cameroon

Innocent Mbouya Fassé and Alain Flaubert Takam

32 Current practice and research of CLIL in Japan

Chantal Hemmi

33 CLIL in Taiwan

Wenhsien Yang

PART 6

Looking forward

34 CLIL: Critical perspectives

Bong-gi Sohn

35 CLIL: Future directions

Tom Morton

36 Coda: Carpe diem

Do Coyle

Index

Content and language integrated learning (CLIL) is an increasingly popular educational approach given its dual focus on enabling learners to acquire subject-matter through an additional language, while learning this second language in tandem with content. This Handbook provides a comprehensive overview of recent CLIL developments, illustrating how CLIL has been uniquely conceptualised and practised across educational and geographical contexts.
Divided into six sections, covering language and language teaching, core topics and issues, contexts and learners, CLIL in practice, CLIL around the world, and a final section looking forward to future research directions, every chapter provides a balanced discussion of the benefits, challenges and implications of this approach. Representing the same diversity and intercultural understanding that CLIL features, the chapters are authored by established as well as early-career academics based around the world.
The Routledge Handbook of Content and Language Integrated Learning is the essential guide to CLIL for advanced students and researchers of applied linguistics, education and TESOL.