Discussion: Towards an Educational Perspective in CLIL Language Policy and Pedagogical Practice

Autor/in	Cenoz, Jasone
Titel	Discussion: Towards an Educational Perspective in CLIL Language Policy and Pedagogical Practice
Quelle	In: International Journal of Bilingual Education and Bilingualism, 16 (2013) 3, S.389-394 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2013.777392
Schlagwörter	Stakeholders; Teaching Methods; Second Language Instruction; Multilingualism; Language Planning; Second Language Learning; Educational Policy; Language of Instruction; Teacher Education; Educational Trends; Trend Analysis; English (Second Language); Foreign Countries + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Sprachwechsel; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Lehrerausbildung; Lehrerbildung; Bildungsentwicklung; Trendanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland
Abstract	This issue includes eight studies on different aspects of language policy, pedagogical practices, and teacher training in school contexts where a foreign language is used to teach curricular content (CLIL). This is a very welcome contribution because it provides additional perspectives to former studies that had focused on the linguistic outcomes of CLIL as compared to non-CLIL students. Successful language learning as well as successful content learning is necessarily linked to good pedagogical practices by well-trained teachers who use appropriate materials. This issue also provides the opportunity to hear the voices of the stakeholders involved in CLIL. After highlighting some of the trends that can be found in this issue, this paper looks at some challenges of CLIL and directions for future research from a broader perspective. In this issue, CLIL is part of regular education. Within this context, a clear distinction can be made between conceptualizing CLIL as a language teaching approach or as an educational approach. The author suggests that an educational perspective that goes beyond the foreign language teaching approach will give the opportunity for CLIL to integrate not only language and content but also all the languages in the students' multilingual repertoires. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10