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.
Edited by:
Dario Luis Banegas,
Sandra Zappa-Hollman
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 246mm,
Width: 174mm,
Weight: 1.050kg
ISBN: 9781032001968
ISBN 10: 1032001968
Series: Routledge Handbooks in Applied Linguistics
Pages: 546
Publication Date: 27 May 2025
Audience:
College/higher education
,
Professional and scholarly
,
Primary
,
Undergraduate
Format: Paperback
Publisher's Status: Active
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
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
Reviews for The Routledge Handbook of Content and Language Integrated Learning
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, Finland With 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
