CLIL AND ENGLISH-MEDIUM INSTRUCTION

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

Standard

CLIL AND ENGLISH-MEDIUM INSTRUCTION. / Kling, Joyce; Dimova, Slobodanka.

The Routledge Handbook of Content and Language Integrated Learning. Taylor and Francis/Routledge, 2023. s. 69-83.

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

Harvard

Kling, J & Dimova, S 2023, CLIL AND ENGLISH-MEDIUM INSTRUCTION. i The Routledge Handbook of Content and Language Integrated Learning. Taylor and Francis/Routledge, s. 69-83. https://doi.org/10.4324/9781003173151-7

APA

Kling, J., & Dimova, S. (2023). CLIL AND ENGLISH-MEDIUM INSTRUCTION. I The Routledge Handbook of Content and Language Integrated Learning (s. 69-83). Taylor and Francis/Routledge. https://doi.org/10.4324/9781003173151-7

Vancouver

Kling J, Dimova S. CLIL AND ENGLISH-MEDIUM INSTRUCTION. I The Routledge Handbook of Content and Language Integrated Learning. Taylor and Francis/Routledge. 2023. s. 69-83 https://doi.org/10.4324/9781003173151-7

Author

Kling, Joyce ; Dimova, Slobodanka. / CLIL AND ENGLISH-MEDIUM INSTRUCTION. The Routledge Handbook of Content and Language Integrated Learning. Taylor and Francis/Routledge, 2023. s. 69-83

Bibtex

@inbook{376bcd3e34ef4b008b4b09e814ff201d,
title = "CLIL AND ENGLISH-MEDIUM INSTRUCTION",
abstract = "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.",
author = "Joyce Kling and Slobodanka Dimova",
note = "Publisher Copyright: {\textcopyright} 2024 selection and editorial matter, Dar{\'i}o Luis Banegas and Sandra Zappa-Hollman; individual chapters, the contributors.",
year = "2023",
month = jan,
day = "1",
doi = "10.4324/9781003173151-7",
language = "English",
isbn = "9781032001951",
pages = "69--83",
booktitle = "The Routledge Handbook of Content and Language Integrated Learning",
publisher = "Taylor and Francis/Routledge",

}

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