Hostname: page-component-8448b6f56d-cfpbc Total loading time: 0 Render date: 2024-04-18T23:57:43.528Z Has data issue: false hasContentIssue false
  • English
  • Français

The AILA Research Network – CLIL and Immersion Classrooms: Applied Linguistic Perspectives1

Published online by Cambridge University Press:  01 April 2008

Ute Smit
Ute Smit*
Affiliation:
Institut für Anglistik und Amerikanistik, Universität Wien, Austriaute.smit@univie.ac.at
Get access Rights & Permissions [Opens in a new window]

Extract

CLIL and Immersion Classrooms: Applied Linguistic Perspectives (www.ichm.org/clil/) is one of a number of research networks (ReNs) established under the auspices of AILA. It was founded after the first CLIL Symposium, held in Vienna in July 2005. The network connects applied linguists who focus their research interests on educational settings which make use of an additional language for teaching and learning diverse content areas and thus engage in content and language integrated learning, or CLIL. Thus, this ReN provides researchers with a platform for presenting investigations on any type of classroom-based learning undertaken in a language other than the learners' first or previous language of education. This includes not only typical immersion settings of immigrant learners being integrated into mainstream education and use of the dominant language but also, and more centrally, the more recent phenomenon of using a foreign language as the medium of instruction, which has become an increasingly popular teaching approach at all educational levels in Europe and beyond, as recent publications show (Eurydice Report 2006; Marsh & Wolff 2007; Wilkinson & Zegers 2007).

Type
Research in Progress
Information
Language Teaching , Volume 41 , Issue 2 , April 2008 , pp. 295 - 298
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Breidbach, S., Bach, G. & Wolff, D. (eds.) (2002). Bilingualer Sachfachunterricht: Didaktik, Lehrer/Lernerforschung und Bildungspolitik zwischen Theorie und Empirie. Frankfurt a.M.: Peter Lang.Google Scholar
Dalton-Puffer, Ch. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam & Philadelphia: John Benjamins.CrossRefGoogle Scholar
Dalton-Puffer, Ch. & Nikula, T. (eds.) (2006). Current research on CLIL. Special issue of VIEWS (Vienna English Working Papers) 16.3. <http://www.univie.ac.at/Anglistik/ang_new/online_papersviews/archive.htm (accessed 4/1/2008).Google Scholar
Dalton-Puffer, Ch. & Smit, U. (eds.) (2007). Empirical perspectives on CLIL classroom discourse. Frankfurt a.M.: Peter Lang.CrossRefGoogle Scholar
Eurydice Report (2006). Content and Language Integrated Learning (CLIL) at school in Europe. European Commission. <www.eurydice.org> (accessed 7/12/2007).+(accessed+7/12/2007).>Google Scholar
Llurda, E. (ed.) (2005). Non-native language teachers: Perceptions, challenges and contributions to the profession. New York: Springer.Google Scholar
Marsh, D. (2002). CLIL/EMILE – the European Dimension: Actions, trends and foresight potential. DG Education and Culture, European Commission.Google Scholar
Marsh, D. & Wolff, D. (eds.) (2007). Diverse contexts – converging goals: CLIL in Europe. Frankfurt a.M.: Peter Lang.Google Scholar
Nikula, T. (2005). English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education 16, 27–58.Google Scholar
Smit, U. & Dalton-Puffer, Ch. (eds.) (2007). Current research on CLIL 2. Special issue of VIEWS (Vienna English Working Papers) 17.3.Google Scholar
Van de Craen, P., Ceuleers, E. & Allain, L. (2005). Vier jaar stimulerend meertalig onderwijs in Brussel (STIMOB): Resultaten en toekomstvisie. Schoolen samenleving 10, 43–57.Google Scholar
Wilkinson, R. & Zegers, V. (eds.) (2007). Researching content and language integration in higher education. Maastricht: Maastricht University Language Centre.Google Scholar