Books
Applied linguistics perspectives on CLIL AMZN-JP
Editors Ana Llinares and Tom Morton
Date: 2017
Publisher: John Benjamins Publishing
ISBN 978-90-272-1337-2
Excerpt: "[S]hould lead readers to reflect on two issues that some of the authors point out and that the chapters reveal with clarity. First, this solid collection of literature reviews and studies, some of which are based on the UAM-CLIL corpus, shows that CLIL research draws on a wide variety of linguistics branches to examine language learning and use with a clear focus on class-room-based verbal exchanges ... Second, the chapters and some of the contributors remark that there is little research around the so-called integration between content and language learning. This is an area which still needs attention. So far, research shows that CLIL learners improve their L2 repertoire on a number of areas, and that their motivation is enhanced, but are they learning content with the same depth and complexity as they would in their L1? Are they learning so much academic language that it can actually help them understand, analyse and evaluate content?"
CLIL activities: A resource for subject and language teachers (with CD-ROM) AMZN-JP
Authors: Liz Dale and Rosie Tanner
Date: 2012
Publisher: Cambridge University Press
ISBN 978-0-521-14984-6 (paperback and CD-ROM).
Review: Banegas, D. L. (2013). doi:10.5294/laclil.2013.6.1.5
Excerpt: "CLIL Activities may be taken as a handbook focused on practice as more than half of its pages do offer wide-ranging activities. The authors state that the book is targeted at subject and language teachers probably with the intention of showing that both content and language are equally important and interrelated."
Excerpt: "All in all, CLIL Activities by Dale and Tanner is a useful resource book for subject teachers mainly. Teachers should not expect to find ready-made worksheets since the activities are exponential and need to be matched to a specific and real school curricula, aims, and contexts."
CLIL: Content and Language Integrated Learning AMZN-JP
Authors: Coyle, D., Hood, P., Marsh, D.
Date: 2010
Publisher: Cambridge University Press
ISBN: 978-0521130219
Review: England, D. (n. d.) "The 2010 Ben Warren International House Trust Prize shortlist." IH Torres Vedras
Excerpt: "[T]his is another key objection voiced by teachers who deal with large classes with mixed language levels, learning abilities and challenging behaviours: ‘It’s difficult enough to juggle all these aspects in our regular teaching; how much more so would this be in a CLIL context?’ The answer, the authors would argue, is to plan initially for a small-scale CLIL programme of a limited number of hours and classes. Which leads onto the teachers’ other bugbear: ‘Where is all this planning time to come from and where is the support, both pedagogic as well as financial?’ For, as the authors acknowledge, CLIL cannot just be simply imposed by government policy-makers; ‘both top-down and bottom-up perspectives are essential for the success and sustainability of CLIL’ (p156)."
Putting CLIL Into Practice AMZN-JP
Authors: Phil Ball, Keith Kelly and John Clegg
Publisher: OUP
Date: 2015
ISBN: 978-0-19-442105-8
Review: English Teaching Professional, (103), March, 2016
Excerpt: "Each chapter ends with a useful summary and recommendations for further reading. In addition, Appendix 1 has reflection questions and practical tasks for the reader to undertake, each linked to the material in one of the ten chapters. Suggested answers to these questions and tasks are provided in Appendix 2."
Excerpt: "One of the most revolutionary tenets supported in the book is the authors’ suggestion to consider CLIL as a methodology, and not as an approach. Their view is that of giving teachers a view of CLIL which can make it be workable in the classroom (p. 23). This idea is against the principles posed by the so-called ‘founders’ of CLIL, David Marsh and Do Coyle, who prefer to keep CLIL as an approach."