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The Cambridge Handbook Of The Learning Sciences

What is Literacy

This paper investigates students’ performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL research has focused primarily on language attainment in the L2 and the L1, but students’ achievements as regards content-subjects have been largely ignored. Competence in Science in the L1 is analysed by comparing pupils enrolled in mainstream schools with students in the so-called ‘bilingual streams’ offering CLIL-based approaches. The main objective is to assess if students learning Science through the L2 (English) outperform their counterparts studying in the L1 (Spanish) as regards content acquisition. The paper analyses a sample of 709 6th grade Primary Education students enrolled in public schools in the Principality of Asturias (Spain). A test to assess students’ knowledge in Science and a context questionnaire (measuring participants’ socio-economic status) were designed. The main finding is that students learning contents in their L1 perform slightly better than th...

Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain

Historical Discourse: The Language of Time, Cause and Evaluation

The Routledge Handbook of English Language Teacher Education provides an accessible, authoritative, comprehensive and up-to-date resource of English language teacher education. With an overview of historical issues, theoretical frameworks and current debates, this handbook provides unique insights into a range of teacher education contexts, focusing on key issues relating to teacher and learner priorities, language and communication, current practices, reflective practice, and research.

The Routledge Handbook of English Language Teacher Education

Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve their subject learning when compared to learners learning in L1. However, more recent studies have raised challenging questions concerning academic language competence which indicate that CLIL instruction may not be reaching its full potential. Unravelling the integrated approach and the inherent interrelationship of using language for progressing knowledge construction and meaning-making needs to be addressed, drawing together linguistic and pedagogic theoretical underpinnings. This article posits that CLIL can pragmatically address the growing educational malaise ...

Teresa Ting

Papers

A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making