Thematic-Pattern-Based “Concept + Language Mapping” (CLM): Content and Language Integration in a Transdisciplinary...

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Peichang He (The University of Hong Kong, Hong Kong)

Thematic-Pattern-Based “Concept + Language Mapping” (CLM)

Content and Language Integration in a Transdisciplinary Perspective

Peichang He (The University of Hong Kong, Hong Kong)

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English

Routledge
19 May 2025

Bilingualism & multilingualism; ELT: English for specific purposes; Teacher training; Teaching skills & techniques

Series: Routledge Series in Language and Content Integrated Teaching & Plurilingual Education

This book explores the issue of “integration” in content and language integrated learning (CLIL), and addresses the need for effective content and language integration by proposing the thematic-pattern-based “Concept+Language Mapping” (CLM) approach.

Peichang He explores effective integration of content and language learning during the instruction of content subjects using students’ additional language as the medium of instruction. The volume introduces the contextual background of a large-scale school-university collaboration CLIL research project and builds the conceptual framework of a thematic-pattern-based CLM pedagogy by drawing on the language-based theory of learning (Halliday, 1993), the construct of thematic patterns (Lemke, 1990), and the recent development of genre-based pedagogy (Lin, 2016; Rose & Martin, 2012). The research probes the design of thematic-pattern-based CLM teaching resources and examines the impact of the CLM pedagogy on students’ development of language and content knowledge during their learning of different junior and senior English Medium Instructed subjects. The author enhances the conceptual framework based on the ongoing research findings and the burgeoning literature on translanguaging practice (García & Li, 2014; Lemke & Lin, 2022; Lin, 2019) and proposes a trans-disciplinary plurilingual thematic-pattern-based CLM approach. The book concludes with a discussion on some promising future research orientations including a transdisciplinary plurilingual thematic-pattern-based CLM approach for CLIL sustainability, catering for learner diversity in CLIL, and teacher professional development in thematic-pattern-based CLM practice. The book shows readers the design of CLM materials and activities which are demonstrated through classroom interactions in lessons of different subjects and grades for students of diverse cognitive abilities and linguistic backgrounds.

This insightful volume will be of interest to researchers and trainee teachers exploring pedagogical approaches to CLIL, plurilingual, and transdisciplinary education and will provide pedagogical implications for teachers of both language and content subjects in schools worldwide.

By: Peichang He (The University of Hong Kong Hong Kong)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 590g
ISBN: 9781032489421
ISBN 10: 1032489421
Series: Routledge Series in Language and Content Integrated Teaching & Plurilingual Education
Pages: 220
Publication Date: 19 May 2025
Audience: Professional and scholarly , College/higher education , Undergraduate , Further / Higher Education
Format: Hardback
Publisher's Status: Active

Peichang He is a postdoctoral fellow at The Education University of Hong Kong. She has been a lecturer and teacher educator in TEFL and CLIL and has published in Journal of Immersion and Content-Based Language Education, Language Awareness, System and The Language Learning Journal.

Reviews for Thematic-Pattern-Based “Concept + Language Mapping” (CLM): Content and Language Integration in a Transdisciplinary Perspective

""In this groundbreaking work, Peichang tackles the crucial yet understudied integration component of CLIL through an innovative concept+language mapping (CLM) approach. The book's strength lies in its practical bridge between theory and practice, offering rich examples of CLM resources and classroom interactions across diverse subjects and student abilities. Essential reading for language and content teachers, researchers, and teacher educators seeking effective CLIL implementation strategies."" Angel M. Y. Lin, Chair Professor of Language, Literacy, and Social Semiotics in Education, The Education University of Hong Kong