Editors:
- Provides an overview of language education policies in two very different national contexts
- Describes practices and investigates interactions in CLIL classrooms at primary, secondary and tertiary levels
- Discusses CLIL pedagogy and CLIL teacher education, examining the nature of CLIL and making the case for further research
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Table of contents (16 chapters)
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Front Matter
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CLIL and Language Policy
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Front Matter
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Practices in CLIL Classrooms
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Front Matter
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CLIL Pedagogy and Teacher Education
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Front Matter
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About this book
This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.
Reviews
“This timely contribution brings together interesting studies about policy, practice and pedagogy in content and language integrated learning. One of its novelties comes from the combination of research in two different socio-political and cultural contexts: Spain and Japan, which shows how the educational approach is able to cross borders. It will undoubtedly stimulate further interest in our understanding of CLIL” (Yolanda Ruiz de Zarobe, University of the Basque Country, Spain)
“Talking about various CLIL contexts on earth, Spain and Japan are contrastive in terms of geographical region (West Europe vs East Asia), educational policy (top-down vs bottom-up), and pedagogical orientation (subject-led vs language-led). This volume demystifies the hitherto unknown development of CLIL implementation in Japan and depicts the well documented yet still ongoing evolution of CLIL research in Spain, adding a valuable contribution to global CLIL scholarship.” (Makoto Ikeda, SophiaUniversity, Japan)Editors and Affiliations
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International College of Arts & Sciences, Yokohama City University, Yokohama, Japan
Keiko Tsuchiya
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Faculty of Education, Complutense University of Madrid, Madrid, Spain
María Dolores Pérez Murillo
About the editors
Keiko Tsuchiya is Associate Professor at the School of International Liberal Arts, Yokohama City University, Japan.
María Dolores Pérez Murillo is Associate Professor at the School of Education, Complutense University of Madrid, Spain.
Bibliographic Information
Book Title: Content and Language Integrated Learning in Spanish and Japanese Contexts
Book Subtitle: Policy, Practice and Pedagogy
Editors: Keiko Tsuchiya, María Dolores Pérez Murillo
DOI: https://doi.org/10.1007/978-3-030-27443-6
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2019
Hardcover ISBN: 978-3-030-27442-9Published: 09 December 2019
Softcover ISBN: 978-3-030-27445-0Published: 20 December 2020
eBook ISBN: 978-3-030-27443-6Published: 23 November 2019
Edition Number: 1
Number of Pages: XXX, 417
Number of Illustrations: 93 b/w illustrations
Topics: Language Teaching, Language Education, Bilingualism, Teaching and Teacher Education, Language Policy and Planning