CLIL AND ENGLISH-MEDIUM INSTRUCTION
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
Standard
CLIL AND ENGLISH-MEDIUM INSTRUCTION. / Kling, Joyce; Dimova, Slobodanka.
The Routledge Handbook of Content and Language Integrated Learning. Taylor and Francis/Routledge, 2023. p. 69-83.Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - CHAP
T1 - CLIL AND ENGLISH-MEDIUM INSTRUCTION
AU - Kling, Joyce
AU - Dimova, Slobodanka
N1 - Publisher Copyright: © 2024 selection and editorial matter, Darío Luis Banegas and Sandra Zappa-Hollman; individual chapters, the contributors.
PY - 2023/1/1
Y1 - 2023/1/1
N2 - The growing implementation of English in higher education in its multiple functions has led researchers and practitioners to adopt a variety of terminology, theoretical frameworks, and instructional approaches. The two widely used terms of English-medium instruction (EMI) and content and language integrated learning (CLIL), respectively, are commonly but inconsistently referenced in research and publications about the use of English for content instruction and learning in higher education. This chapter thus offers a review of these two constructs from the standpoint of educational policy and strategy, with the aim of addressing identified learning needs or desires in higher education. Through differentiation of the EMI construct based on needs and goals in different contexts and disciplines, this chapter considers the contextual distinctions to place CLIL within an EMI conceptual framework, as well as outlines the fundamental CLIL dimensions, and argues for a reconceptualisation where EMI represents the educational context and CLIL the pedagogical one.
AB - The growing implementation of English in higher education in its multiple functions has led researchers and practitioners to adopt a variety of terminology, theoretical frameworks, and instructional approaches. The two widely used terms of English-medium instruction (EMI) and content and language integrated learning (CLIL), respectively, are commonly but inconsistently referenced in research and publications about the use of English for content instruction and learning in higher education. This chapter thus offers a review of these two constructs from the standpoint of educational policy and strategy, with the aim of addressing identified learning needs or desires in higher education. Through differentiation of the EMI construct based on needs and goals in different contexts and disciplines, this chapter considers the contextual distinctions to place CLIL within an EMI conceptual framework, as well as outlines the fundamental CLIL dimensions, and argues for a reconceptualisation where EMI represents the educational context and CLIL the pedagogical one.
UR - http://www.scopus.com/inward/record.url?scp=85163417119&partnerID=8YFLogxK
U2 - 10.4324/9781003173151-7
DO - 10.4324/9781003173151-7
M3 - Book chapter
AN - SCOPUS:85163417119
SN - 9781032001951
SP - 69
EP - 83
BT - The Routledge Handbook of Content and Language Integrated Learning
PB - Taylor and Francis/Routledge
ER -
ID: 362711994