Abstract
Although the term content and language integrated learning (CLIL) was first coined in the mid-1990s in Europe, it has its roots in bilingual, immersion, and multicultural programs in the 1960s. Today, CLIL has been implemented in a variety of contexts in a continuum that can be ranged from language-focused to content-focused (Coyle et al., 2010). Even though the research interest in CLIL has hugely increased in recent years, there is a shortage of research done on both pedagogy and practice in diverse contexts. International perspectives on CLIL edited by Chantal Hemmi and Darío Luis Banegas is a timely and insightful representative of pedagogically localized CLIL in today's educational sphere.
This book is divided into two sections. Section one explores various CLIL practices, focusing on theory and experience. The editors start by providing an overview of CLIL and the research works done up to now. Chapter 2 explores the issues surrounding authenticity and motivation and sheds light on the fact that authenticity does not necessarily come along with CLIL practices. Negotiation of the content with students and justifying the chosen activities would support learners’ autonomy and agency. Chapters 3 and 4 deal with assessment in CLIL, by proposing a framework or rubric for both assessment of and assessment for learning, and discussing different ways content and language could be assessed in CLIL. Chapter 5 focuses on learners’ linguistic repertoire and the ways translanguaging can support their learning journeys pedagogically. Chapters 6 and 7 follow up on this, by examining the role of scaffolding new meanings, discussing how to facilitate interactions, and how to develop intercultural competence.
The second section deals with CLIL teacher development. It highlights the importance of interdisciplinary collaboration between language and content teachers, especially since CLIL is a new experience in many contexts. For instance, CLIL teachers can be language teachers with limited subject teaching experience or content teachers with limited language teaching experience. This reflects a need for more collaborative research works among content teachers, language teachers, and applied linguistics researchers. Chapters 8–10 show the importance of flexibility in using diverse pedagogies, and how professional development can support CLIL teachers and learners, including keeping a balance between pedagogical inputs and practice. Chapters 11–13 discuss the collaboration of content and language teachers and ways to develop learners’ agency and global competencies. The final chapter wraps up with discussing the potential capacity of CLIL, and opens the discussion for future directions.
Throughout the book, different CLIL models and practices have been implemented in various contexts. In this edited volume, nine countries represent this ongoing diversity: Argentina, Australia, Austria, Brazil, Colombia, Japan, Spain, Taiwan, and the USA. Even though more countries could be added, as the editors mentioned, such as those in Africa, the depth of cases presented adds a valuable international perspective to the field. Moreover, different educational contexts ranging from primary school to university are explored. The presented international diverse contexts illustrate the potential flexibility and adaptability of CLIL in different settings.
Even though different CLIL models are discussed with diverse approaches, including language teaching, teaching subjects through a second language, and bilingual education-focused, “authenticity” is a term that cuts across these models frequently in almost all chapters. The term sheds light on the origins of learner-centered pedagogies in CLIL, and the ways CLIL can give agency and authenticity to the learners. The combination of diverse local pedagogies and shared authentic practices sheds light on the possible ways for co-constructing knowledge between teachers and students. It also discusses the challenges that can arise from CLIL models and practices and provides possible pedagogical implications to support both sides. Also, each chapter ends with a list of suggested future reading and questions for future discussion and research. This edited volume is thus a welcome addition to the field, and would serve as a brilliant resource for all stakeholders looking for enhancing their pedagogical or practical CLIL models and/or practices.
