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Content-based Language Learning in Multilingual Educational by Maria Juan-Garau, Joana Salazar-Noguera

By Maria Juan-Garau, Joana Salazar-Noguera

The unfold of English as a global language besides the need to take care of neighborhood languages lead us to contemplate multilingualism because the norm instead of the exception. for that reason, bi/multilingual schooling has bloomed over the past a long time. This quantity offers with one such kind of schooling at the moment within the highlight as an basically eu technique to multilingualism, CLIL (Content and Language built-in Learning), within which curricular content material is taught via a overseas language. The booklet contributes new empirical facts on its results on linguistic and attitudinal results targeting bi/multilingual newbies who gather English as an extra language. furthermore, it provides severe analyses of things influencing multilingual schooling, the results of CLIL on either language and content material studying, and the distinction among CLIL and different versions of guideline. The study provided means that CLIL can enormously increase language acquisition in multilingual settings.

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Extra resources for Content-based Language Learning in Multilingual Educational Environments

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Bilingual education was the term first used in European circles to refer to educational initiatives in which the language used as the medium of instruction is an additional language, different from the first language(s) of the learners. A Thematic Network Project on Bilingual Education in place between 1997 and 2001 still operated with that term (see Van de Craen and Pérez-Vidal 2000). By the end of the project, CLIL was adopted as a better term to capture the specificity of the European initiatives.

At the end of the 1990s, in the early days of CLIL and ICLHE programmes, before they were even bore those names, many were the views put forward by European specialists on their status and role in education. , the edited volume by Grenfell 2002); applied linguists would claim that input, output and interaction through a non-L1 language mostly focused on meaning, without leaving aside from altogether, would spur linguistic development (see Muñoz 2007; Pérez-Vidal 2007 in the volume edited by Lorenzo et al.

This takes us to the central topic in this chapter, multilingualism, and the status of English in the world in relation to the role of CLIL or ICLHE. 3 CLIL or ICLHE: At the Crossroads Why should multilingualism need to be promoted? Besides the prominent position of English in education as often the only additional language taught, the fact is that the number of speakers of the 7,000 different languages in the world is clearly unevenly distributed, as there are currently only 200 countries for such a number of languages.

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