Tarja Nikula is Professor at the Centre for Applied Language Studies, University of Jyväskylä, Finland. Her research interests include CLIL, classroom discourse, pragmatics of language learning and use, language education policies, multilingual classroom practices.Emma Dafouz is Associate Professor in the Department of English Language and Linguistics at the Universidad Complutense de Madrid, Spain. Her research interests include CLIL, English-medium instruction, language policies, higher education and classroom discourse.Pat Moore is Senior Lecturer in the Department of Philology and Translation at the Universidad Pablo de Olavide, Spain. Her research interests include CLIL, bilingualism, translanguaging, bilingual education and classroom praxis.Ute Smit is Associate Professor in the Department of English Studies at the University of Vienna, Austria. Her research interests include CLIL, English-medium instruction, English as a lingua franca, language policy and classroom discourse.

This volume is a key step in establishing an understanding of the integration of language and content in CLIL and multilingual education. The authors provide a wealth of research, offering new and valuable insights into curriculum and pedagogy planning, participant perspectives and classroom practices, while introducing a conceptual framework to integration in CLIL. This volume is aimed at becoming a landmark to teachers, educators and researchers, and all those interested in an integrated approach to multilingual education.

• ContributorsAcknowledgementsRick De Graaff: Foreword: Integrating Content and Language in Education: Best of Both Worlds?Tarja Nikula, Christiane Dalton-Puffer, Ana Llinares and Francisco Lorenzo: More Than Content and Language: The Complexity of Integration in CLIL and Multilingual EducationPart 1: Curriculum and Pedagogy Planning1. Christiane Dalton-Puffer: Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct  2. Francisco Lorenzo and Christiane Dalton-Puffer: Historical Literacy in CLIL: Telling the Past in a Second Language3. Angela Berger: Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem Solving Processes in English as a Foreign Language4. Richard Barwell: A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics ClassroomsPart 2: Participants5. Emma Dafouz, Julia Hüttner and Ute Smit: University Teachers’ Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings6. Kristiina Skinnari and Eveliina Bovellan: CLIL Teachers’ Beliefs about Integration and about their Professional Roles: Perspectives from a European ContextPart 3: Practices7. Tom Morton and Teppo Jakonen: Integration of Language and Content through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective8. Ana Llinares and Tarja Nikula: Teacher and Student Evaluative Language in CLIL across Contexts: Integrating SFL and Pragmatic Approaches9. Pat Moore and Tarja Nikula: Translanguaging in CLIL Classrooms10. Constant Leung and Tom Morton: Conclusion: Language Competence, Learning and Pedagogy in CLIL - Deepening and Broadening IntegrationReferences

Tarja Nikula is Professor at the Centre for Applied Language Studies, University of Jyväskylä, Finland. Her research interests include CLIL, classroom discourse, pragmatics of language learning and use, language education policies, multilingual classroom practices.Emma Dafouz is Associate Professor in the Department of English Language and Linguistics at the Universidad Complutense de Madrid, Spain. Her research interests include CLIL, English-medium instruction, language policies, higher education and classroom discourse.Pat Moore is Senior Lecturer in the Department of Philology and Translation at the Universidad Pablo de Olavide, Spain. Her research interests include CLIL, bilingualism, translanguaging, bilingual education and classroom praxis.Ute Smit is Associate Professor in the Department of English Studies at the University of Vienna, Austria. Her research interests include CLIL, English-medium instruction, English as a lingua franca, language policy and classroom discourse.

This volume is a key step in establishing an understanding of the integration of language and content in CLIL and multilingual education. The authors provide a wealth of research, offering new and valuable insights into curriculum and pedagogy planning, participant perspectives and classroom practices, while introducing a conceptual framework to integration in CLIL. This volume is aimed at becoming a landmark to teachers, educators and researchers, and all those interested in an integrated approach to multilingual education.

• ContributorsAcknowledgementsRick De Graaff: Foreword: Integrating Content and Language in Education: Best of Both Worlds?Tarja Nikula, Christiane Dalton-Puffer, Ana Llinares and Francisco Lorenzo: More Than Content and Language: The Complexity of Integration in CLIL and Multilingual EducationPart 1: Curriculum and Pedagogy Planning1. Christiane Dalton-Puffer: Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct  2. Francisco Lorenzo and Christiane Dalton-Puffer: Historical Literacy in CLIL: Telling the Past in a Second Language3. Angela Berger: Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem Solving Processes in English as a Foreign Language4. Richard Barwell: A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics ClassroomsPart 2: Participants5. Emma Dafouz, Julia Hüttner and Ute Smit: University Teachers’ Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings6. Kristiina Skinnari and Eveliina Bovellan: CLIL Teachers’ Beliefs about Integration and about their Professional Roles: Perspectives from a European ContextPart 3: Practices7. Tom Morton and Teppo Jakonen: Integration of Language and Content through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective8. Ana Llinares and Tarja Nikula: Teacher and Student Evaluative Language in CLIL across Contexts: Integrating SFL and Pragmatic Approaches9. Pat Moore and Tarja Nikula: Translanguaging in CLIL Classrooms10. Constant Leung and Tom Morton: Conclusion: Language Competence, Learning and Pedagogy in CLIL - Deepening and Broadening IntegrationReferences

Tarja Nikula is Professor at the Centre for Applied Language Studies, University of Jyväskylä, Finland. Her research interests include CLIL, classroom discourse, pragmatics of language learning and use, language education policies, multilingual classroom practices.Emma Dafouz is Associate Professor in the Department of English Language and Linguistics at the Universidad Complutense de Madrid, Spain. Her research interests include CLIL, English-medium instruction, language policies, higher education and classroom discourse.Pat Moore is Senior Lecturer in the Department of Philology and Translation at the Universidad Pablo de Olavide, Spain. Her research interests include CLIL, bilingualism, translanguaging, bilingual education and classroom praxis.Ute Smit is Associate Professor in the Department of English Studies at the University of Vienna, Austria. Her research interests include CLIL, English-medium instruction, English as a lingua franca, language policy and classroom discourse.

This volume is a key step in establishing an understanding of the integration of language and content in CLIL and multilingual education. The authors provide a wealth of research, offering new and valuable insights into curriculum and pedagogy planning, participant perspectives and classroom practices, while introducing a conceptual framework to integration in CLIL. This volume is aimed at becoming a landmark to teachers, educators and researchers, and all those interested in an integrated approach to multilingual education.

• ContributorsAcknowledgementsRick De Graaff: Foreword: Integrating Content and Language in Education: Best of Both Worlds?Tarja Nikula, Christiane Dalton-Puffer, Ana Llinares and Francisco Lorenzo: More Than Content and Language: The Complexity of Integration in CLIL and Multilingual EducationPart 1: Curriculum and Pedagogy Planning1. Christiane Dalton-Puffer: Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct  2. Francisco Lorenzo and Christiane Dalton-Puffer: Historical Literacy in CLIL: Telling the Past in a Second Language3. Angela Berger: Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem Solving Processes in English as a Foreign Language4. Richard Barwell: A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics ClassroomsPart 2: Participants5. Emma Dafouz, Julia Hüttner and Ute Smit: University Teachers’ Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings6. Kristiina Skinnari and Eveliina Bovellan: CLIL Teachers’ Beliefs about Integration and about their Professional Roles: Perspectives from a European ContextPart 3: Practices7. Tom Morton and Teppo Jakonen: Integration of Language and Content through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective8. Ana Llinares and Tarja Nikula: Teacher and Student Evaluative Language in CLIL across Contexts: Integrating SFL and Pragmatic Approaches9. Pat Moore and Tarja Nikula: Translanguaging in CLIL Classrooms10. Constant Leung and Tom Morton: Conclusion: Language Competence, Learning and Pedagogy in CLIL - Deepening and Broadening IntegrationReferences