Product description

This book provides a theoretically based approach to the integration of language and content in primary and secondary contexts.

Drawing on their wide experience as CLIL educators and researchers, the authors explore data collected in real CLIL classrooms from two interrelated perspectives: the CLIL classroom as an interactional context for developing language and content, and the genres and registers through which the meanings of the different academic subjects are enacted. From the analysis of this corpus of data, the authors provide a rich description of how CLIL students' language works and may be expected to develop.

Also available separately as a hardback.

Key features

• Looks at how language is used in the teaching and learning of different content subjects, including a focus on genre, grammar and lexis.
• Discusses how assessment techniques can be designed to encourage a more genuine integration of subject-matter knowledge and language skill.
• Equips readers with ways of scaffolding learners’ language and content-subject development in their own contexts.