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
- 4 What Pupils Say about Transition (KS2–3) and What This Might Mean for CLIL
- 5 Diversity and Transnationalism
- 6 Three Schools, Three Models
- 7 Plurilingualism in the Content and Language Integrated Classroom
- Part III New Knowledge and Future Directions
- Afterword
- Index
- References
7 - Plurilingualism in the Content and Language Integrated Classroom
Students’ Languages as Resources in the CLIL Context
from Part II - Current Aspects of Practice in CLIL
Published online by Cambridge University Press: 27 July 2020
- 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
- 4 What Pupils Say about Transition (KS2–3) and What This Might Mean for CLIL
- 5 Diversity and Transnationalism
- 6 Three Schools, Three Models
- 7 Plurilingualism in the Content and Language Integrated Classroom
- Part III New Knowledge and Future Directions
- Afterword
- Index
- References
Summary
This chapter considers what lessons might be learned from a plurilingual perspective on CLIL in Anglophone contexts and implications for CLIL pedagogy in settings where English is the dominant language for the broader education system. Through a close analysis of different strategies used by two Australian teachers to provide comprehensible input about new content, we highlight how the use of English L1 can potentially benefit an integrated focus on content and language while also detracting from those aims. The chapter concludes by considering the issues this raises for teachers’ professional learning in such contexts – in particular for shifting teachers’ pedagogic focus from having learners merely understand and ‘receive’ messages to scaffolding their ability to work with all the language resources that they have available to them to access and build new concepts.
Keywords
- Type
- Chapter
- Information
- Curriculum Integrated Language TeachingCLIL in Practice, pp. 124 - 142Publisher: Cambridge University PressPrint publication year: 2020