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Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts

Theory and Practice

  • Textbook
  • © 2016

Overview

Authors:
  1. Angel M.Y. Lin

    1. Faculty of Education The University of Hong Kong, Hong Kong, Hong Kong

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  • Meets the urgent needs of teachers who are supporting EAL learners in mainstream classrooms
  • Clarifies the relationships between LAC, immersion, CLIL, Content-based Instruction and other related approaches
  • Equips teachers to handle practical issues in designing and trying out school-based LAC & CLIL in English as an Additional Language (EAL) contexts
  • Includes supplementary material: sn.pub/extras

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xii
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  2. Introduction

    • Angel M. Y. Lin
    Pages 1-9

  3. How Language Varies: Everyday Registers and Academic Registers

    • Angel M. Y. Lin
    Pages 11-27

  4. Analysing Academic Texts

    • Angel M. Y. Lin
    Pages 29-58

  5. Disconnects in Bilingual Education Settings and Research Traditions

    • Angel M. Y. Lin
    Pages 59-76

  6. Curriculum Mapping and Bridging Pedagogies

    • Angel M. Y. Lin
    Pages 77-110

  7. Assessment Issues

    • Angel M. Y. Lin
    Pages 111-141

  8. Programming for Integration of Content and Language Learning

    • Angel M. Y. Lin
    Pages 143-158

  9. Critical Perspectives

    • Angel M. Y. Lin
    Pages 159-172

  10. Directions for Future Research and the Way Forward

    • Angel M. Y. Lin
    Pages 173-191

  11. Back Matter

    Pages 193-251
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Keywords

About this book

This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories.  It presents an accessible “meta-language” (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field.  In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators.  Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL areoften situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry.

Reviews

“The book represents a perfect encounter between theory and practice. … the book is instructive, informative, and inspirational. In this sense, it is a welcome addition to the existing literature regarding LAC and CLIL.” (Ye Zhu, Applied Linguistics, Vol. 40 (6), December, 2019)

“With the publication of this book, teachers, teacher educators, advanced students and researchers can welcome a user-friendly guide to integrating subject-area content and language skills for English language learners. Based on many years’ practical experience with teachers and courses, Lin provides a sound research-based account of how to use a register and genre approach to issues of teacher development and pedagogical content knowledge, cross-subject collaborations, joint curriculum design, and balanced assessment, illustrated with numerous real-world examples. Particularly to be welcomed are the thoughtful review of the research on different approaches and the candid and critical discussion of how to serve students’ best interests while maintaining an honest intellectual commitment to justice, diversity, and creativity. Highly recommended.” (Professor Jay Lemke, University of California, San Diego, Author of “Talking Science: Language, Learning, and Values”)

Authors and Affiliations

  • Faculty of Education The University of Hong Kong, Hong Kong, Hong Kong

    Angel M.Y. Lin

About the author

Angel Lin is Professor of English Language and Literacy Education at the Faculty of Education, University of Hong Kong. She received her Ph.D. from the Ontario Institute for Studies in Education, University of Toronto in 1996. Since then her research and teaching have focused on classroom discourse analysis, bilingual and multilingual education, academic literacies and language policy and planning in postcolonial contexts. She has published six research books and over ninety research articles, and serves on the editorial boards of a number of leading international research journals.

Bibliographic Information

  • Book Title: Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts

  • Book Subtitle: Theory and Practice

  • Authors: Angel M.Y. Lin

  • DOI: https://doi.org/10.1007/978-981-10-1802-2

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Science+Business Media Singapore 2016

  • Softcover ISBN: 978-981-10-1800-8Published: 23 September 2016

  • eBook ISBN: 978-981-10-1802-2Published: 15 September 2016

  • Edition Number: 1

  • Number of Pages: XII, 251

  • Number of Illustrations: 43 b/w illustrations

  • Topics: Curriculum Studies, Language Education, Learning & Instruction

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