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7 - Plurilingualism in the Content and Language Integrated Classroom

Students’ Languages as Resources in the CLIL Context

from Part II - Current Aspects of Practice in CLIL

Published online by Cambridge University Press:  27 July 2020

By
Margaret Gearon  and
Russell Cross
Edited by
Kim Bower ,
Do Coyle ,
Russell Cross  and
Gary N. Chambers
Kim Bower
Affiliation:
Sheffield Hallam University
Do Coyle
Affiliation:
University of Edinburgh
Russell Cross
Affiliation:
University of Melbourne
Gary N. Chambers
Affiliation:
University of Leeds
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Summary

This chapter considers what lessons might be learned from a plurilingual perspective on CLIL in Anglophone contexts and implications for CLIL pedagogy in settings where English is the dominant language for the broader education system. Through a close analysis of different strategies used by two Australian teachers to provide comprehensible input about new content, we highlight how the use of English L1 can potentially benefit an integrated focus on content and language while also detracting from those aims. The chapter concludes by considering the issues this raises for teachers’ professional learning in such contexts – in particular for shifting teachers’ pedagogic focus from having learners merely understand and ‘receive’ messages to scaffolding their ability to work with all the language resources that they have available to them to access and build new concepts.

Keywords

plurilingualismCLIL pedagogythe role of Englishlanguage in CLILteacher knowledge and practice
Type
Chapter
Information
Curriculum Integrated Language Teaching
CLIL in Practice
 , pp. 124 - 142
Publisher: Cambridge University Press
Print publication year: 2020

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