By Maria Juan-Garau, Joana Salazar-Noguera
The unfold of English as a world language besides the need to keep up neighborhood languages lead us to think about multilingualism because the norm instead of the exception. therefore, bi/multilingual schooling has bloomed during the last many years. This quantity offers with one such kind of schooling presently within the highlight as an primarily ecu technique to multilingualism, CLIL (Content and Language built-in Learning), within which curricular content material is taught via a international language. The publication contributes new empirical proof on its results on linguistic and attitudinal results targeting bi/multilingual freshmen who collect English as an extra language. in addition, it provides severe analyses of things influencing multilingual schooling, the consequences of CLIL on either language and content material studying, and the distinction among CLIL and different types of guide. The study provided means that CLIL can drastically improve language acquisition in multilingual settings.
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Additional resources for Content-based Language Learning in Multilingual Educational Environments
Skutnabb-Kangas, & M. E. Torres-Guzmán 30 D. ), Imagining multilingual schools: Languages in school and glocalization (pp. 262–283). Clevedon: Multilingual Matters. Ricento, T. (2013). Language policy and globalization. In N. ), The handbook of language and globalization (pp. 123–141). Malden: Wiley-Blackwell. Ruiz de Zarobe, Y. (2015). The effects of implementing CLIL in education. In M. Juan-Garau & J. ), Content-based language learning in multilingual educational environments (pp. 51–68). Berlin: Springer.
With these critical standpoints in mind, Lasagabaster and Sierra conducted a study to analyse whether secondary education CLIL students held similar attitudes to the three languages in the curriculum (Basque, Spanish and English) to those of non-CLIL students who had more subjects taught in Basque and none in English (except the English language class). The results revealed that CLIL students held significantly more positive attitudes not only towards English (see also Amengual-Pizarro and Prieto-Arranz 2015) but also towards Spanish and Basque.
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