Curriculum Integrated Language Teaching

Kim Bower is Professor of Innovation in Languages Education at Sheffield Hallam University and president-elect of the Association for Language Learning. She is a Principle Fellow of the Higher Education Academy and was awarded a National Fellowship for her leadership and research in curriculum innovation in languages and teacher education. Do Coyle holds a chair in Languages Education and Classroom Pedagogy at the University of Edinburgh. She is an international expert in CLIL and has played a major role in the European movement associated with bilingual and modern languages education. Russell Cross is Associate Professor in Language and Literacy Education within the Melbourne Graduate School of Education where he leads their teaching and research initiatives in Languages education, including CLIL. Gary N. Chambers is Professor of Education at the University of Leeds. He has published widely on many aspects of Modern Foreign Languages (MFL) learning and teaching.

'This book is a timely guide for educators looking for ways to open their schools to the multilingual world of the 2020s, challenging the arguments for monolingualism prevalent in English speaking countries. The authors of the different chapters are all deeply involved in the world of CLIL as researchers and teacher educators, and with their varied backgrounds, provide both theoretical support and practical guidance.' Rachel Whittaker, Universidad Autónoma de Madrid

• List of figures; List of tables; List of contributors; Foreword Diane J. Tedick; Preface; Acknowledgement; Part I. The Educational Context for CLIL: 1. CLIL in multilingual and English-background contexts: expanding the potential of content and language integrated pedagogies for mainstream learning Kim Bower, Russell Cross and Do Coyle; 2. How can learners be motivated in a context of demotivation for foreign language learning? Kim Bower; 3. A rationale for CLIL in primary schools Philip Hood; Part II. Current Aspects of Practice in CLIL: 4. What pupils say about transition (KS2–3) and what this might mean for CLIL Gary N. Chambers; 5. Diversity and transnationalism: the 'merged curriculum' approach in bilingual programmes in Australia Simone Smala; 6. Three schools, three models: senior leaders' views about the value of CLIL in their school Kim Bower; 7. Plurilingualism in the content and language integrated classroom: students' languages as resources in the CLIL context Margaret Gearon and Russell Cross; Part III. New Knowledge/Future Directions: 8. Lessons to be learned: a professional development approach to curriculum planning in a multilingual school in Galicia Xabier San Isidro and David Lasagabaster; 9. Supporting peer collaboration and social cohesion in multilingual classrooms: practical insights from content-based learning contexts Gabriela Meier; 10. Exploring the potential of a pluriliteracies approach Do Coyle; Afterword Russell Cross, Kim Bower, Do Coyle and Gary N. Chambers; Index.