The Dilemmas of Experimental CLIL in Catalonia

Autor/in	Codó, Eva
Titel	The Dilemmas of Experimental CLIL in Catalonia
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 4, S.341-357 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Codó, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1725525
Schlagwörter	Language Attitudes; Content and Language Integrated Learning; Educational Policy; Romance Languages; Second Language Learning; Second Language Instruction; Teaching Methods; Language Proficiency; Ethnography; Language Usage; Language of Instruction; Discourse Analysis; Secondary School Students; Public Schools; English (Second Language); Foreign Countries; Spanish; Student Attitudes; Parent Attitudes; Teacher Attitudes; Spain + Suchen Sie Ihr Suchwort? Sprachverhalten; CLIL; Lernkonzept; Politics of education; Bildungspolitik; Romanische Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Ethnografie; Sprachgebrauch; Teaching language; Unterrichtssprache; Diskursanalyse; Sekundarschüler; Public school; Öffentliche Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Spanisch; Schülerverhalten; Elternverhalten; Lehrerverhalten; Spanien
Abstract	In the early twenty-first century Content and Language Integrated Learning (CLIL) emerged as a distinctively European pedagogy for raising additional language competence. Although CLIL scholarship has been abundant and has taken many different directions, there is a dearth of ethnographic research to shed light on the situated ambivalences of CLIL policymaking. This paper aims to fill the existing gap by analysing in detail the complex interlocking dilemmas faced by all stakeholders (including policy makers and parents) at a Catalan state secondary school (Spain) and the ways in which they were navigated. Through a focused analysis of actors' discourse, triangulated with long-term classroom observations and a variety of other ethnographic data, the study argues that, despite the school's praiseworthy efforts at capitalising its students through English, CLIL did not achieve its full potential. This is attributed to the absence of explicitly-set and graded linguistic goals. Such absence is said to be shaped by the intersection of the experimental nature of the policy and long-standing linguistic ideologies in Catalan education. The article warns about the consequences of such indeterminacy for the democratising agenda of CLIL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01