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Content and Language Integrated Learning (CLIL) is a form of
education that combines language and content learning objectives, a
shared concern with other models of bilingual education. While CLIL
research has often addressed learning outcomes, this volume focuses
on how integration can be conceptualised and investigated. Using
different theoretical and methodological approaches, ranging from
socioconstructivist learning theories to systemic functional
linguistics, the book explores three intersecting perspectives on
integration concerning curriculum and pedagogic planning,
participant perceptions and classroom practices. The ensuing
multidimensionality highlights that in the inherent connectedness
of content and language, various institutional, pedagogical and
personal aspects of integration also need to be considered.
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