Content and Language Integrated Learning: Evidence from Research in Europe (Second Language Acquisition) - Hardcover

Hardcover

ISBN 10: 1847691668 ISBN 13: 9781847691668

Verlag: Multilingual Matters, 2009

Inhaltsangabe

This book contributes to the growth of interest in Content and Language Integrated Learning (CLIL), an approach to second/foreign language learning that requires the use of the target language to learn content. Within the framework of European strategies to promote multilingualism, CLIL has begun to be used extensively in a variety of language learning contexts, and at different educational systems and language programmes. This book brings together critical analyses on theoretical and implementation issues of Content and Language Integrated Learning, and empirical studies on the effectiveness of this type of instruction on learners’ language competence. The basic theoretical assumption behind this book is that through successful use of the language to learn content, learners will develop their language proficiency more effectively while they learn the academic content specified in the curricula.

Über diesen Titel

Über die Autorinnen und Autoren

Yolanda Ruiz de Zarobe received her PhD in Linguistics from the University of the Basque Country (Spain). She is Associate Professor of Language and Linguistics at the University of the Basque Country, Spain. Her research interests are second and third language acquisition. Her recent publications have focused on the acquisition of morphosyntactic aspects of English as a third language, multilingualism, and issues related to Content and Language Integrated Learning.

Rosa María Jiménez Catalán is Associate Professor of Applied Linguistics at the University of La Rioja. She has a PH.D in English Philology Studies and is the author of articles and books on English second language learning and teaching. Her current research interests include vocabulary acquisition and teaching and the analysis of the effect of gender and type of instruction on vocabulary development in English as a foreign language.

Yolanda Ruiz de Zarobe received her PhD in Linguistics from the University of the Basque Country (Spain). She is Associate Professor of Language and Linguistics at the University of the Basque Country, Spain. Her research interests are second and third language acquisition. Her recent publications have focused on the acquisition of morphosyntactic aspects of English as a third language, multilingualism, and issues related to Content and Language Integrated Learning.Rosa María Jiménez Catalán is Associate Professor of Applied Linguistics at the University of La Rioja. She has a PH.D in English Philology Studies and is the author of articles and books on English second language learning and teaching. Her current research interests include vocabulary acquisition and teaching and the analysis of the effect of gender and type of instruction on vocabulary development in English as a foreign language.

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Content and Language Integrated Learning

Evidence from Research in Europe

By Yolanda Ruiz de Zarobe, Rosa María Jiménez Catalán

Multilingual Matters

Copyright © 2009 Yolanda Ruiz de Zarobe, Rosa María Jiménez Catalán and the authors of individual chapters
All rights reserved.

ISBN: 978-1-84769-166-8

Contents

Foreword, 
David Marsh, 
Contributors, 
Introduction Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán, 
Part 1: Theoretical and Implementation Issues of Content and Language Integrated Learning, 
1 Spanish CLIL: Research and Official Actions Almudena Fernández Fontecha, 
2 Effective Content and Language Integrated Learning (CLIL) Programmes Teresa Navés, 
3 Developing Theories of Practices in CLIL: CLIL as Post-method Pedagogies? Rolf Wiesemes, 
Part 2: Studies in Content and Language Integrated Learning, 
4 Testing the Effectiveness of Content and Language Integrated Learning in Foreign Language Contexts: The Assessment of English Pronunciation Francisco Gallardo del Puerto, Esther Gómez Lacabex and María Luisa García Lecumberri, 
5 The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL versus non-CLIL Instruction Rosa María Jiménez Catalán and Yolanda Ruiz de Zarobe, 
6 Young Learners' L2 Word Association Responses in Two Different Learning Contexts Soraya Moreno Espinosa, 
7 The Role of Spanish L1 in the Vocabulary Use of CLIL and non-CLIL EFL Learners María del Pilar Agustín Llach, 
8 Themes and Vocabulary in CLIL and non-CLIL Instruction Julieta Ojeda Alba, 
9 Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL versus non-CLIL Izaskun Villarreal Olaizola and María del Pilar García Mayo, 
10 The Acquisition of English Syntax by CLIL Learners in the Basque Country María Martínez Adrián and M. Juncal Gutiérrez Mangado, 
11 Communicative Competence and the CLIL Lesson Christine Dalton-Puffer, 
12 CLIL in Social Science Classrooms: Analysis of Spoken and Written Productions Rachel Whittaker and Ana Llinares, 

CHAPTER 1

Spanish CLIL: Research and Official Actions

ALMUDENA FERNÁNDEZ FONTECHA

Introduction

Foreign language learning has traditionally been a weak point in Spanish education. The Eurobarometer survey conducted in 2005 on the Europeans' perceptions about their command of foreign languages reveals that only 36% of the Spanish respondents aged 15 and over replied that they were able to participate in a conversation in a language other than their mother tongue (European Commission, 2005). In other words, despite having received foreign language instruction throughout their schooling years, more than half of the Spanish respondents (64%) only master their mother tongue. The situation is even worse if we take into account that Spanish subjects do not belong to half of the citizens of the member states who can speak at least one language other than their mother tongue at the level of being able to have a conversation. Previous Eurobarometer surveys had not reported better results either (European Commission, 2001a, 2001b).

The current Spanish education is particularly sensitive to European initiatives. Mirroring the European language policy, Content and Language Integrated Learning (CLIL) or bilingual education is nowadays receiving increasing attention in Spanish education. Since the first attempts made to implement the most suitable CLIL models in different European education contexts, many lines have been written on this educational approach, many meetings of CLIL experts have taken place and a large number of conferences and workshops have been held across Europe. In the current CLIL literature, we find references of different origins. In the Canadian and American versions of CLIL, we should mention the works by Brinton et al. (2004), Cantoni-Harvey (1987), Celce-Murcia (1991) or Mohan (1986). In the European context, we should note, among others, the works by Dalton-Puffer and Smit (2007), Fruhauf et al. (1996), Marsh (2002), Marsh et al. (2001) and the Eurydice survey (Eurydice, 2006), which describes the state of the art of European CLIL experiences. Mohan et al. (2001) describe the situation in countries such as Canada, England and Australia.

The main purpose of this chapter is to provide a up to date account of two different but interrelated issues of CLIL, namely, (1) the research conducted on Spanish CLIL or bilingual education both in bilingual and monolingual communities, and (2) the recent official Spanish initiatives that promote bilingual education or that include a CLIL approach to L2 learning at non-university levels in Spanish monolingual communities. Throughout this account, particular emphasis is placed on examining the situation in monolingual communities because they have been traditionally forgotten in bilingual education literature.

The Spanish Linguistic Map

Spain is a mixture of heterogeneous language situations that lead to different ways of understanding and managing L2 education. Its territorial organization is based on a system of autonomous communities. Apart from Spanish, some of these communities own another official language. This peculiarity gives way to language contact situations that enable a culture of bilingualism non-existent in the rest of the communities where Spanish is the only official language.

Spain is divided into 17 autonomous self-governing communities, further split into 50 provinces, and Ceuta and Melilla, two autonomous cities located in the north of Africa. In 1978, the language policy was made explicit in the Spanish Constitution through the following three points: (1) 'Castilian (also called Spanish) is the official Spanish language of the State; all Spaniards have the duty to know it and the right to use it'; (2) 'the other Spanish languages shall also be official in the respective self-governing communities in accordance with their Statutes'; and (3) 'the richness of the different linguistic modalities of Spain is a cultural heritage which shall be specially respected and protected'. This provides us with the basis for better understanding the linguistic richness within the Spanish context, namely, Spanish is the only official language throughout the entire Spanish state; however, in some communities it shares that official status with other languages particular to those communities.

The latter is the case of Basque in the Basque Autonomous Community (BAC); Catalan mainly in Catalonia, although a variety of it is spoken in the Valencian Community and the Balearic Islands; Valencian in Valencia, and Galician in Galicia. The speakers of these languages make up 13 million people, almost 34% of the Spanish population (Turell, 2001). However, from a sociolinguistic approach, the Spanish linguistic map may become more complex. This approach includes aspects such as the language's official status, its presence in the media, learners' knowledge and use, its social prestige and presence in teaching, among others (Burgueño, 2002). Besides, the complexity of this picture increases if we take into account the new migrant minorities. From being traditionally a migrant country, in the last two decades Spain has become a permanent destination for many people. Figure 1.1 displays a simplified version of the current Spanish linguistic map.

Research on Spanish bilingual...

Details zur Ausgabe

• Verlag: Multilingual Matters
• Erscheinungsdatum: 2009
• Sprache: Englisch
• ISBN 10: 1847691668
• ISBN 13: 9781847691668
• Einband: Gebundene Ausgabe
• Anzahl der Seiten: 234
• Herausgeber: Zarobe Yolanda Ruiz De, Catalan Rosa Maria Jimenez
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Nicht verfügbar