CLIL With Languages Other Than English

BOWER, Kim (2023). CLIL With Languages Other Than English. In: BANEGAS, Dario Luis and ZAPPA-HOLLMAN, Sandra, (eds.) The Routledge Handbook of Content and Language Integrated Learning. Routledge Handbooks in Applied Linguistics . Routledge. (In Press)

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Link to published version:: https://doi.org/10.4324/9781003173151-18

Abstract

The recent rapid expansion of Global English as a lingua franca has seen its predominance as the language of choice for foreign language study increase at the expense of Languages Other Than English (LOTE) such as French or Spanish. The development of bilingual and multilingual education is however dependent on many variables and the picture is complex. Although LOTE languages are facing a resulting crisis across sectors in many European and Asian countries as preference to learn English above other languages increases, Anglophone countries provide the majority of contexts in which LOTEs are learned. Here, Content and Language Integrated Learning (CLIL) has been found to have the potential to counter the prevailing trend of demotivation for language learning through age-relevant, content-based, meaningful use of the foreign language for learning subject disciplines and language. CLIL practice in these contexts is limited – and as a result, so is research. Content-Based instruction and heritage languages are addressed elsewhere in this volume, hence this chapter provides an overview of Content and Language Integrated Learning (CLIL) in the Anglophone contexts of Australia and the UK, considers CLIL’s potential for addressing demotivation in learning LOTEs, optimal conditions for implementation and direction of travel.

Item Type: Book Section
Additional Information: final proofs have been submitted Key Words: CLIL, languages other than English (LOTE), motivation, bilingual education
Identification Number: https://doi.org/10.4324/9781003173151-18
SWORD Depositor: Symplectic Elements
Depositing User: Symplectic Elements
Date Deposited: 29 Mar 2023 15:55
Last Modified: 29 Mar 2023 15:55
URI: https://shura.shu.ac.uk/id/eprint/31702

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