CLIL and immersion: how clear-cut are they?

Somers, Thomas; Surmont, Jill

doi:10.1093/elt/ccr079

Cited by 27 publications

(9 citation statements)

References 3 publications

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“…This debate will not be pursued here, but Dalton-Puffer, Llinares, Lorenzo and Nikula's (2014) rather condescending reply does nothing to resolve the issue e see the exchange between Lasagabaster and Sierra (2010) and Somers and Surmont (2012), too. Cenoz et al (2014) omit that there seem to be strong vested interests in CLIL being different, in political, academic, educational, and funding terms, in Europe at least.…”

Section: What Matters?mentioning

confidence: 99%

CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014)

Bruton

2015

System

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Section: What Matters?mentioning

confidence: 99%

CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014)

Bruton

2015

System

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“…Others think the distinction less clear-cut, however, e.g. Somers and Surmont (2011). Two ways CLIL differs from immersion are that the former is closely connected with EU language policy and that the language of instruction is usually not an official language in the context (Gardner 2012:253), though this is not the case with, e.g.…”

Section: Definitionsmentioning

confidence: 99%

English-medium instruction in Sweden

Paulsrud

2016

JICB

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Yoxsimer Paulsrud, B. (2014). English-Medium Instruction in Sweden: Perspectives and practices in two upper secondary schools. Stockholm University, Dissertations in Language Education 3. ISBN: 978-91-7447-901-0. Written in English with a summary in Swedish.This thesis presents English-medium instruction (EMI) in the Swedish context, focusing on perspectives and practices in two schools. The research question is as follows: How and why is EMI offered, chosen, and practiced in the Swedish upper secondary school today? The aim is to explore the status of the educational option, the reasons for offering EMI to stakeholders, the stakeholders' beliefs about and goals of EMI, and the implementation of EMI in the classroom.A survey of all upper secondary schools in Sweden was conducted to ascertain the spread of content teaching through a foreign language. The educational context was studied from an ecological perspective using methods based in linguistic ethnography. Language alternation, academic language, and language hierarchy were all considered. Interviews were analysed for content; and classroom language use was analysed for language choice and function. The concepts of affordance and scaffolding together with translanguaging were key. The de facto policies of the micro contexts of the schools were examined in light of the declared national policy of the macro context of Sweden.The results indicate that the option in Swedish schools has not increased, and also tends to only be EMI-not Content and Language Integrated Learning (CLIL) or instruction through other languages. EMI is offered for prestige, an international profile, marketing potential and personal interest. EMI students are academically motivated and confident, and see the option as "fun". 100% EMI in the lessons is not the goal or the practice. Translanguaging is abundant, but how language alternation is perceived as an affordance or not differs in the two schools. One focuses on how the languages are used while the other focuses on how much each language is used.In conclusion, the analysis suggests that a development of definitions and practices of EMI in Sweden is needed, especially in relation to language policy and language hierarchy.

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“…Consequently, there have been attempts to distinguish CLIL from its counterpart in Canada and the USA, CBI (content-based instruction), and from immersion education (Cenoz et al, 2013). However, similarities between CBI and CLIL, and the fuzzy line between CLIL and immersion, have been lately discussed (Banegas, 2012;Cenoz, 2015;Cenoz et al, 2013;Somers & Surmont, 2012). More recently, some authors have stressed the content side of CLIL (see Llinares et al, 2012), but there is wide recognition that although the research reports on language gains realized through CLIL, little has been said about content learning.…”

Section: Defining Clilmentioning

confidence: 99%

Teachers develop CLIL materials in Argentina: A workshop experience

Banegas¹

2016

laclil

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Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless, CLIL as a language learning approach has been implemented in Latin America in different ways and models: content-driven models and language-driven models. As regards the latter, new school curricula demand that CLIL be used in secondary education in Argentina and that teacher pedagogies and materials match the L1 curriculum and overall context. Therefore, teachers initially educated in other paradigms need professional development opportunities to understand CLIL as an innovative language teaching approach. The aim of this article is to reflect on CLIL materials produced by a group of Argentinian teachers as part of a professional development workshop. In this article, I shall first conceptualize CLIL and review the literature around CLIL materials. Then, I describe the workshop and offer content analysis of participants' lesson plans. I shall conclude with emergent working principles based on these participants' practices and suggestions for further research.

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CLIL and immersion: how clear-cut are they?

Cited by 27 publications

References 3 publications

CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014)

CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014)

English-medium instruction in Sweden

Teachers develop CLIL materials in Argentina: A workshop experience

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