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.
Tabella dei contenuti
Part 1: CLIL and Language Policy.- Chapter 1: CLIL and Language Education in Spain (Daniel Madrid Fernández, José Luis Ortega Martín and Stephen Pearse Hughes).- Chapter 2: CLIL and Language Education in Japan (Keiko Tsuchiya).- Part 2: Practices in CLIL Classrooms.- Chapter 3: Practices to Scaffold CLIL at Transition to Primary (María Teresa Fleta Guillén).- Chapter 4: Utilizing the CLIL Approach in a Japanese Primary School- A Comparative Study of CLIL and Regular EFL Lessons (Yuki Yamano).- Chapter 5: CLIL in Secondary Classrooms: History Contents on the Move (Elena del Pozo).- Chapter 6: Collaborative Learning through CLIL in Secondary English Classrooms in Japan (Masaru Yamazaki, translated by Keiko Tsuchiya).- Chapter 7: Testing the Water- Implementing a Soft CLIL Approach for Future Global Engineers at a Japanese University (Takashi Uemura, Graeme J. Gilmour and Luis Fernando Costa).- Part 3: Interactions in CLIL Classrooms.- Chapter 8: Co-construction of Knowledge in Primary CLIL Group Work Activities (Amanda Pastrana).- Chapter 9: Constructing Cognitive Discourse Function in Secondary CLIL Classrooms in Spain (Natalia Evnitskaya).- Chapter 10: Translanguaging Performances in a CLIL Classroom at a Japanese University (Keiko Tsuchiya).- Part 4: CLIL Pedagogy and Teacher Education.- Chapter 11: Teacher Development- J-CLIL (Shigeru Sasajima).- Chapter 12: CLIL Teacher Education in Spain (Magdalena Custodio Espinar).- Chapter 13: The Internalization of Spanish Higher Education: An Interdisciplinary Approach to Initial Teacher Education for CLIL (María Dolores Pérez Murillo).- Chapter 14: Prospective Teachers’ Perceptions of CLIL Spain and Japan- Translingual Social Formation through EMI-CLIL Lectures (Keiko Tsuchiya and María Dolores Pérez-Murillo).
Circa l’autore
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.
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