Content and Language Integrated Learning Clil in Europe ─ Research Perspectives on Policy and Practice

The contributors of these eighteen articles seek to link the growing empirical knowledge about the full complexity of content and language integrated learning (CLIL) to current European educational and language policies in terms of conceptual reflections, CLIL teachers and teacher education, learning processes and achievement, motivation, policy, and critical reflections. Their individual topics include integrating CLIL with other mainstream discourses, politics of CLIL, bilingual education, transnationalism as experienced in Turkey, teacher identity, content lecturers' views on CLIL, CLIL teacher training, elementary students' experiences, CLIL in Germany, results in Luxembourg schools, German response to CLIL, inclusion of CLIL in mathematics classrooms, and critical comments on the advancement and success of CLIL. Annotation c2013 Book News, Inc., Portland, OR (booknews.com)

Stephan Breidbach is Professor for English Language Education at the Humboldt-Universitat zu Berlin. He specialises in CLIL and philosophy of (language) education. Other fields of interest are narrative research on language teacher and learner identities and the social discourse of language education.
Britta Viebrock is Professor of TEFL at the Institute of English and American Studies at the Goethe-Universitat Frankfurt. Apart from CLIL, her areas of research include new literacies, web-based ELT, qualitative research methodology, transcultural foreign language learning and research ethics.