Book contents
- Curriculum Integrated Language Teaching
- Curriculum Integrated Language Teaching
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgements
- Part I The Educational Context for CLIL
- Part II Current Aspects of Practice in CLIL
- Part III New Knowledge and Future Directions
- Afterword
- Index
- References
Afterword
Published online by Cambridge University Press: 27 July 2020
Book contents
- Curriculum Integrated Language Teaching
- Curriculum Integrated Language Teaching
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgements
- Part I The Educational Context for CLIL
- Part II Current Aspects of Practice in CLIL
- Part III New Knowledge and Future Directions
- Afterword
- Index
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- Curriculum Integrated Language TeachingCLIL in Practice, pp. 205 - 210Publisher: Cambridge University PressPrint publication year: 2020
References
Bruton, A. (2011). “Is CLIL So Beneficial, or Just Selective? Re-evaluating Some of the Research.” System, 39(4), 523–532.Google Scholar
Coyle, D. (2008). “CLIL: A Pedagogical Approach from the European Perspective,” in Van Deusen-Scholl, N. & Hornberger, N. H. (eds.), Encyclopedia of Language and Education. New York, NY: Springer, pp. 97–111.Google Scholar
Paton, G. (2010). “Foreign Languages Are ‘Elitist’ Subjects.” Telegraph. January 20. Retrieved from www.telegraph.co.uk/education/educationnews/7036261/Foreign-languages-are-elitist-subjects.html.Google Scholar
Reardon, S. F. (2011). “The Widening Academic Achievement Gap between the Rich and the Poor: New Evidence and Possible Explanations,” in Duncan, G. J. & Murnane, R. J. (eds.), Whither Opportunity. New York, NY: Russell Sage Foundation, pp. 91–116.Google Scholar
Smala, S., Paz, J. B., & Lingard, B. (2013). “Languages, Cultural Capital and School Choice: Distinction and Second-Language Immersion Programmes.” British Journal of Sociology of Education, 34(3), 373–391.CrossRefGoogle Scholar
UNICEF. (2018). An Unfair Start: Inequality in Children’s Education in Rich Countries. Innocenti Report Card 15. Florence, Italy: UNICEF.Google Scholar
Van Mensel, L., Hiligsmann, P., Mettewie, L., & Galand, B. (2019). “CLIL, an Elitist Language Learning Approach? A Background Analysis of English and Dutch CLIL Pupils in French-Speaking Belgium.” Language, Culture, and Curriculum, 33(1), 1–14.Google Scholar
Wilkinson, R., & Pickett, K. (2009). The Spirit Level: Why More Equal Societies Almost Always Do Better. London, UK: Allen Lane.Google Scholar
Wright, J., Cruickshank, K., & Black, S. (2018). “Languages Discourses in Australian Middle-Class Schools: Parent and Student Perspectives.” Discourse: Studies in the Cultural Politics of Education, 39(1), 98–112.Google Scholar