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Teaching Language and Content in Multicultural and Multilingual Classrooms

CLIL and EMI Approaches

  • Book
  • © 2021

Overview

Editors:
  1. María Luisa Carrió-Pastor

    1. Departamento de Lingüística Aplicada, Universitat Politècnica de València, Valencia, Spain

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  2. Begoña Bellés-Fortuño

    1. English Studies Department, Jaume I University, Castellón, Spain

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  • Gives evidence of the practices of CLIL and EMI in different educational settings
  • Emphasizes the importance of content and foreign language acquisition
  • Highlights the similarities and differences between CLIL and EMI approaches

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About this book

This edited book explores critical issues relating to Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), setting out their similarities and differences to demystify the terms and their implications for classroom practice. The authors show how CLIL and EMI practices are carried out in different institutional contexts and demonstrate how both approaches can benefit language and content acquisition. This book is addressed to second/foreign language teaching staff involved in teaching in English at primary education, secondary education, and higher education levels.

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xix
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  2. Introduction

    • Begoña Bellés-Fortuño
    Pages 1-10

  3. CLIL and EMI

    1. Front Matter

      Pages 11-11
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    2. CLIL vs EMI: Different Approaches or the Same Dog with a Different Collar?

      • María Luisa Carrió-Pastor
      Pages 13-30

    3. “How Do I Find the Limit?”: Risk Management in EMI and CLIL at University

      • Monika Woźniak, Fiona Crean
      Pages 31-61

  4. English as a Medium of Instruction

    1. Front Matter

      Pages 63-63
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    2. EMI Lecturers’ and Students’ Perceptions: Can EMI Contribute to Enhancing Intercultural Competence?

      • Marta Aguilar-Pérez
      Pages 65-96

    3. Focus on Language in CBI: How Teacher Trainees Work with Language Objectives and Language-Focused Activities in Content-Based Lessons

      • Anna Krulatz
      Pages 97-121

    4. Understanding Lecturers’ Practices and Processes: A Qualitative Investigation of English-Medium Education in a Spanish Multilingual University

      • Niall Curry, Pascual Pérez-Paredes
      Pages 123-156

    5. The Challenges of EMI Courses in Armenian Higher Education Institutions (HEIs)

      • Zhenya Ter-Vardanyan
      Pages 157-189

    6. Improving Second Language Writing Across the Disciplines: Resources for Content Teachers

      • Renia López-Ozieblo
      Pages 191-222

  5. Content and Language Integrated Learning

    1. Front Matter

      Pages 223-223
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    2. CLIL and Literary Education: Teaching Foreign Languages and Literature from an Intercultural Perspective—The Results of a Case Study

      • Josep Ballester-Roca, Camilla Spaliviero
      Pages 225-251

    3. Meta-CLIL: When Methodology and Aim Meet in Initial Teacher Training

      • Anna Marzà
      Pages 253-292

    4. CLIL Assessment: Accommodating the Curricular Design in HE

      • Begoña Bellés-Fortuño
      Pages 293-314

    5. Essential Framework for Planning CLIL Lessons and Teachers’ Attitudes Toward the Methodology

      • Francisco J. Álvarez-Gil
      Pages 315-338

    6. Thinking Skills in Exam Models for CLIL Primary Subjects: Some Reflections for Teachers

      • María Ángeles Martín-del Pozo, Débora Rascón-Estébanez
      Pages 339-368

  6. Back Matter

    Pages 369-377
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Editors and Affiliations

  • Departamento de Lingüística Aplicada, Universitat Politècnica de València, Valencia, Spain

    María Luisa Carrió-Pastor

  • English Studies Department, Jaume I University, Castellón, Spain

    Begoña Bellés-Fortuño

About the editors

María Luisa Carrió-Pastor is Professor and Head of the Applied Linguistics Department at Universitat Politècnica de València, Spain. 

Begoña Bellés-Fortuño is a Senior Lecturer in the Department of English Studies and Director of the IULMA research institute at Universitat Jaume I, Spain. 



Bibliographic Information

  • Book Title: Teaching Language and Content in Multicultural and Multilingual Classrooms

  • Book Subtitle: CLIL and EMI Approaches

  • Editors: María Luisa Carrió-Pastor, Begoña Bellés-Fortuño

  • DOI: https://doi.org/10.1007/978-3-030-56615-9

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

  • Hardcover ISBN: 978-3-030-56614-2Published: 19 December 2020

  • Softcover ISBN: 978-3-030-56617-3Published: 19 December 2021

  • eBook ISBN: 978-3-030-56615-9Published: 18 December 2020

  • Edition Number: 1

  • Number of Pages: XIX, 377

  • Number of Illustrations: 15 b/w illustrations, 20 illustrations in colour

  • Topics: Applied Linguistics, Language Education, Education, general

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