The Routledge Handbook of Content and Language Integrated Learning

Content and language integrated learning (CLIL) is an increasingly popular educational approach given its dual focus on enabling learners to acquire subject-matter through an additional language, while learning this second language in tandem with content. This Handbook provides a comprehensive overview of recent CLIL developments, illustrating how CLIL has been uniquely conceptualised and practised across educational and geographical contexts.

Divided into six sections, covering language and language teaching, core topics and issues, contexts and learners, CLIL in practice, CLIL around the world, and a final section looking forward to future research directions, every chapter provides a balanced discussion of the benefits, challenges and implications of this approach. Representing the same diversity and intercultural understanding that CLIL features, the chapters are authored by established as well as early-career academics based around the world.

The Routledge Handbook of Content and Language Integrated Learning is the essential guide to CLIL for advanced students and researchers of applied linguistics, education and TESOL.

Darío Luis Banegas is Lecturer in Language Education at the University of Edinburgh. He is involved in teacher associations in Latin America and Europe. He is a fellow of the Higher Education Academy and an associate fellow with the University of Warwick. His main research and teaching interests are CLIL, action research, social justice, and initial language teacher education. He has edited volumes with Bloomsbury, Multilingual Matters, and Palgrave on different aspects of language education.

Sandra Zappa-Hollman is Associate Professor in the Faculty of Education at the University of British Columbia, Canada, and Director of Academic English at UBC’s Vantage College. Her research examines processes of language and literacy socialisation of multilingual English language post-secondary students, including the perspectives of faculty members working with diverse student populations. Her work also aims to shed light on questions and issues concerning curricular and pedagogical approaches that support culturally and linguistically responsive teaching.

Consulting Editor: Graham Hall