Content and language integrated learning (CLIL). Annotated Bibliography
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Abstract
The present annotated bibliography will focus on the concept of CLIL. As defined by Coyle et al. (2010), “Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language.” I will explore the concept of CLIL, its place in education, its features, and its implementation challenges. I will study the effect CLIL has on learning, as well as how teachers and students perceive it. I will also look at how CLIL is being implemented in Kazakhstan and review examples from international experience.
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References
Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical Analysis of CLIL: Taking Stock and Looking Forward. Applied Linguistics, 35(3), 243–262. https://doi.org/10.1093/applin/amt011
Coyle, D. (2018). The place of CLIL in (bilingual) education. Theory Into Practice, 57(3), 166-176. https://doi.org/10.1080/ 00405841. 2018.1459096
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press. https://doi.org/ 10.1017/9781009024549.003
Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias Blanco, J. M. (2019). Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: Empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism, 22(6), 661-674. https://doi.org/10.1080/ 13670050.2017.1294142
Karabassova, L. (2018). Teachers’ conceptualization of content and language integrated learning (CLIL): evidence from a trilingual context. International Journal of Bilingual Education and Bilingualism, 25(3), 787-799. https://doi.org/10.1080/13670050. 2018.1550048
Karabassova, L. (2019). CLIL or “just good teaching” in Kazakhstan? Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas, 13(27), 55-81. https://doi.org/10.26378/rnlael1327341
Merino, J. A., & Lasagabaster, D. (2015). CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism, 21(1), 79–92. https://doi.org/10.1080/13670050.2015. 1128386
Nikula, T., Dalton-Puffer, C., Llinares, A. & Lorenzo, F. (2016). More than content and language: The complexity of integration in CLIL and bilingual education. In T. Nikula, E. Dafouz, P. Moore & U. Smit (Ed.), Conceptualizing integration in CLIL and multilingual education (pp. 1-26). Multilingual Matters. https://doi.org/ 10.21832/9781783096145-004
San Isidro, X. (2018). Innovations and challenges in CLIL implementation in Europe. Theory Into Practice, 57(3), 185-195. https://doi.org/10.1080/00405841.2018.1484038
San Isidro, X., & Lasagabaster, D. (2020). Students’ and families’ attitudes and motivations to language learning and CLIL: a longitudinal study. The Language Learning Journal, 50(1), 119–134. https://doi.org/10.1080/09571736.2020.1724185