Liss Kerstin Sylvén is Professor of Language Education at the University of Gothenburg, Sweden. She has been working in the field for over 20 years and her specific interests lie in CLIL, extramural English and language learning motivation and individual differences. She is the co-author (with Pia Sundqvist) of Extramural English in Teaching and Learning (2016, Palgrave Macmillan).

Based on evidence from a research project on upper-secondary CLIL and non-CLIL programmes in Sweden, this book offers new, challenging and thought-provoking findings on a range of topics relating to L1 and L2 learning outcomes and participants’ perspectives. It is of great interest to CLIL practitioners and researchers globally.

• Introduction to the Volume and to Section 1 – The ContextChapter 1. Liss Kerstin Sylvén: CLIL, CLISS and the Swedish Context – An OverviewChapter 2. Bethanne Paulsrud: Mapping CLIL in SwedenChapter 3. Britt-Marie Apelgren: The CLISS Student – Some Background Factors of the Participating Students in the CLISS ProjectIntroduction to Section II – Assessment and MotivationChapter 4. Helena Reierstam and Liss Kerstin Sylvén: Assessment in CLILChapter 5. Amy S. Thompson and Liss Kerstin Sylvén: CLIL and Motivation Revisited: A Longitudinal PerspectiveIntroduction to Section III – EnglishChapter 6. Liss Kerstin Sylvén and Sölve Ohlander: English Receptive VocabularyChapter 7. Eva Olsson and Liss Kerstin Sylvén: English Productive ProficiencyChapter 8. Liss Kerstin Sylvén and Sölve Ohlander: English Reading ComprehensionChapter 9. Liss Kerstin Sylvén: Extramural EnglishIntroduction to Section IV – SwedishChapter 10. Per Holmberg: The Development of Academic Vocabulary in SwedishChapter 11. Maria Lim Falk: The Development of Linguistic Correctness in CLIL and Non-CLIL Students’ Writing in the L1 at Upper Secondary SchoolChapter 12. Sofie Johansson and Elisabeth Ohlsson: Visualizing Vocabulary, an Investigation of Student Assignments in CLIL and Non-CLIL ContextsIntroduction to Section V – Students and TeachersChapter 13. Inger Lindberg and Sofie Johansson: The Development of Swedish Receptive Vocabulary in CLIL: A Multilingual PerspectiveChapter 14. Tore Otterup: Multilingual Students in a CLIL-School – Possibilities and PerspectivesChapter 15. Bethanne Paulsrud: Just a Little Plus: The CLIL Student PerspectiveChapter 16. Ylva Sandberg: Teaching and Learning Content Through Two Languages: The Biology and History Teacher PerspectiveLiss Kerstin Sylvén: Epilogue

Liss Kerstin Sylvén is Professor of Language Education at the University of Gothenburg, Sweden. She has been working in the field for over 20 years and her specific interests lie in CLIL, extramural English and language learning motivation and individual differences. She is the co-author (with Pia Sundqvist) of Extramural English in Teaching and Learning (2016, Palgrave Macmillan).

Based on evidence from a research project on upper-secondary CLIL and non-CLIL programmes in Sweden, this book offers new, challenging and thought-provoking findings on a range of topics relating to L1 and L2 learning outcomes and participants’ perspectives. It is of great interest to CLIL practitioners and researchers globally.

• Introduction to the Volume and to Section 1 – The ContextChapter 1. Liss Kerstin Sylvén: CLIL, CLISS and the Swedish Context – An OverviewChapter 2. Bethanne Paulsrud: Mapping CLIL in SwedenChapter 3. Britt-Marie Apelgren: The CLISS Student – Some Background Factors of the Participating Students in the CLISS ProjectIntroduction to Section II – Assessment and MotivationChapter 4. Helena Reierstam and Liss Kerstin Sylvén: Assessment in CLILChapter 5. Amy S. Thompson and Liss Kerstin Sylvén: CLIL and Motivation Revisited: A Longitudinal PerspectiveIntroduction to Section III – EnglishChapter 6. Liss Kerstin Sylvén and Sölve Ohlander: English Receptive VocabularyChapter 7. Eva Olsson and Liss Kerstin Sylvén: English Productive ProficiencyChapter 8. Liss Kerstin Sylvén and Sölve Ohlander: English Reading ComprehensionChapter 9. Liss Kerstin Sylvén: Extramural EnglishIntroduction to Section IV – SwedishChapter 10. Per Holmberg: The Development of Academic Vocabulary in SwedishChapter 11. Maria Lim Falk: The Development of Linguistic Correctness in CLIL and Non-CLIL Students’ Writing in the L1 at Upper Secondary SchoolChapter 12. Sofie Johansson and Elisabeth Ohlsson: Visualizing Vocabulary, an Investigation of Student Assignments in CLIL and Non-CLIL ContextsIntroduction to Section V – Students and TeachersChapter 13. Inger Lindberg and Sofie Johansson: The Development of Swedish Receptive Vocabulary in CLIL: A Multilingual PerspectiveChapter 14. Tore Otterup: Multilingual Students in a CLIL-School – Possibilities and PerspectivesChapter 15. Bethanne Paulsrud: Just a Little Plus: The CLIL Student PerspectiveChapter 16. Ylva Sandberg: Teaching and Learning Content Through Two Languages: The Biology and History Teacher PerspectiveLiss Kerstin Sylvén: Epilogue

Liss Kerstin Sylvén is Professor of Language Education at the University of Gothenburg, Sweden. She has been working in the field for over 20 years and her specific interests lie in CLIL, extramural English and language learning motivation and individual differences. She is the co-author (with Pia Sundqvist) of Extramural English in Teaching and Learning (2016, Palgrave Macmillan).

Based on evidence from a research project on upper-secondary CLIL and non-CLIL programmes in Sweden, this book offers new, challenging and thought-provoking findings on a range of topics relating to L1 and L2 learning outcomes and participants’ perspectives. It is of great interest to CLIL practitioners and researchers globally.

• Introduction to the Volume and to Section 1 – The ContextChapter 1. Liss Kerstin Sylvén: CLIL, CLISS and the Swedish Context – An OverviewChapter 2. Bethanne Paulsrud: Mapping CLIL in SwedenChapter 3. Britt-Marie Apelgren: The CLISS Student – Some Background Factors of the Participating Students in the CLISS ProjectIntroduction to Section II – Assessment and MotivationChapter 4. Helena Reierstam and Liss Kerstin Sylvén: Assessment in CLILChapter 5. Amy S. Thompson and Liss Kerstin Sylvén: CLIL and Motivation Revisited: A Longitudinal PerspectiveIntroduction to Section III – EnglishChapter 6. Liss Kerstin Sylvén and Sölve Ohlander: English Receptive VocabularyChapter 7. Eva Olsson and Liss Kerstin Sylvén: English Productive ProficiencyChapter 8. Liss Kerstin Sylvén and Sölve Ohlander: English Reading ComprehensionChapter 9. Liss Kerstin Sylvén: Extramural EnglishIntroduction to Section IV – SwedishChapter 10. Per Holmberg: The Development of Academic Vocabulary in SwedishChapter 11. Maria Lim Falk: The Development of Linguistic Correctness in CLIL and Non-CLIL Students’ Writing in the L1 at Upper Secondary SchoolChapter 12. Sofie Johansson and Elisabeth Ohlsson: Visualizing Vocabulary, an Investigation of Student Assignments in CLIL and Non-CLIL ContextsIntroduction to Section V – Students and TeachersChapter 13. Inger Lindberg and Sofie Johansson: The Development of Swedish Receptive Vocabulary in CLIL: A Multilingual PerspectiveChapter 14. Tore Otterup: Multilingual Students in a CLIL-School – Possibilities and PerspectivesChapter 15. Bethanne Paulsrud: Just a Little Plus: The CLIL Student PerspectiveChapter 16. Ylva Sandberg: Teaching and Learning Content Through Two Languages: The Biology and History Teacher PerspectiveLiss Kerstin Sylvén: Epilogue