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CLIL (Content and Language Integrated Learning): the bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597

CLIL (Content and Language Integrated Learning): the bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597
CLIL (Content and Language Integrated Learning): the bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597
This paper presents a response to “A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597” and engages with the claims made in this contribution. We challenge a series of assumptions made about CLIL in Bruton (2013), i.e. that it is discriminatory, that it replaces foreign language instruction and that it does (or should) constitute a uniform pedagogy. We endeavour to position local CLIL practices within a wider framework and highlight the potential of CLIL to offer complementary language learning opportunities. On a language policy level, this paper shows how CLIL can be best conceptualised as a series of local responses to the global status of English.
CLIL, foreign language instruction, language policy
0346-251X
160-167
Huettner, Julia
bb0cd345-6c35-48e1-89f7-a820605aaa2c
Smit, Ute
ece9dbc7-c85d-42f0-8e85-6ab49554f9bb
Huettner, Julia
bb0cd345-6c35-48e1-89f7-a820605aaa2c
Smit, Ute
ece9dbc7-c85d-42f0-8e85-6ab49554f9bb

Huettner, Julia and Smit, Ute (2014) CLIL (Content and Language Integrated Learning): the bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597. System, 44, 160-167. (doi:10.1016/j.system.2014.03.001).

Record type: Article

Abstract

This paper presents a response to “A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597” and engages with the claims made in this contribution. We challenge a series of assumptions made about CLIL in Bruton (2013), i.e. that it is discriminatory, that it replaces foreign language instruction and that it does (or should) constitute a uniform pedagogy. We endeavour to position local CLIL practices within a wider framework and highlight the potential of CLIL to offer complementary language learning opportunities. On a language policy level, this paper shows how CLIL can be best conceptualised as a series of local responses to the global status of English.

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e-pub ahead of print date: 8 April 2014
Published date: June 2014
Keywords: CLIL, foreign language instruction, language policy
Organisations: Modern Languages

Identifiers

Local EPrints ID: 367702
URI: http://eprints.soton.ac.uk/id/eprint/367702
ISSN: 0346-251X
PURE UUID: 70c8ee33-daa2-442d-a79c-820d37f53097

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Date deposited: 28 Aug 2014 14:25
Last modified: 16 Dec 2019 20:24

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