Abstract
In recent years, Brazil has embraced the CLIL approach given its dual focus on content and language learning. In the context’s current landscape, the locally called Education Systems (ES) have played an important and sometimes controversial role in CLIL developments, as a considerable number of schools turn to them to implement foreign language bilingual education (FLBE) programmes. The concept behind ES encompasses solutions offered by major educational conglomerates, which come in the form of consultancy services, teacher training, didactic series, and packages of materials to be used by the partners in a subscription type of agreement. In this chapter, through a critical analysis of ES’ websites and advertising campaigns, we discuss how CLIL has been introduced by these ES in order to locally consolidate a global trend of CLIL implementation.
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Notes
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We opted for keeping the original designation in Portuguese, Sistemas Educacionais (Education Systems).
- 3.
Since the data analysis conducted for this study and the drafting of this chapter, a proposed document regulating the offer of plurilingual education in Brazil has been published. As its final version has not yet been made public, we have chosen not to consider its possible contents during our process.
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More on: www1.folha.uol.com.br/educacao/2019/02/com-mensalidade-a-partir-de-r-1000-ensino-bilingue-chega-ate-a-periferia-de-sp.shtml. Access: 15 Mar 2020.
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Following Brazilian regulations on ethics in research, we avoided using names of institutions. Websites as public spaces are listed at the end of the chapter.
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Landau, J., Albuquerque Paraná, R., Siqueira, S. (2021). Sistemas Educacionais (SE) and CLIL Developments in Brazil: From Promises to Prospects. In: Hemmi, C., Banegas, D.L. (eds) International Perspectives on CLIL. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-70095-9_13
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