Investigating Content and Language Integrated Learning

Longitudinal study provides the very latest research on content and language integrated learning

This book provides a unique longitudinal account of content and language integrated learning (CLIL). Giving voice to both learners and teachers, it offers insights into language learning outcomes, learner motivation among CLIL and non-CLIL students, effects of extramural exposure to English, issues in relation to assessment in CLIL and much more.

Liss Kerstin Sylvén (lisskerstin.sylven@ped.gu.se) is Associate Professor of Language Education at the University of Gothenburg (Sweden). She obtained her PhD in English Linguistics, and her research interests include content and language integrated learning (CLIL), L2 vocabulary acquisition, language learning motivation, individual differences, and extramural English language learning. She has co-authored Extramural English in Teaching and Learning. From Theory and Research to Practice (2016) and published in journals such as The International Journal of Bilingual Education and Bilingualism, The Journal of Immersion and Content-Based Education, Studies in Second Language Learning and Teaching and ReCALL.

Liss Kerstin Sylvén is Professor of Language Education at the University of Gothenburg, Sweden. She has been working in the field for over 20 years and her specific interests lie in CLIL, extramural English and language learning motivation and individual differences. She is the co-author (with Pia Sundqvist) of Extramural English in Teaching and Learning (2016, Palgrave Macmillan).

This well-rounded and accomplished volume represents a 360 degree examination of CLIL education in Sweden. Novel perspectives, such as a look at effects on L1 development are added to the remit of CLIL research and one wishes for the underlying longitudinal, interdisciplinary and mixed-method project to be replicated beyond Sweden. This book ought to be consulted by researchers, practitioners and policymakers from many other CLIL contexts.

Based on evidence from a research project on upper-secondary CLIL and non-CLIL programmes in Sweden, this book offers new, challenging and thought-provoking findings on a range of topics relating to L1 and L2 learning outcomes and participants’ perspectives. It is of great interest to CLIL practitioners and researchers globally.