Thematic-Pattern-Based “Concept + Language Mapping” (CLM)：Content and Language Integration in a Transdisciplinary Perspective

This book explores the issue of “integration” in content and language integrated learning (CLIL), and addresses the need for effective content and language integration by proposing the thematic-pattern-based “Concept+Language Mapping” (CLM) approach.

Peichang He explores effective integration of content and language during instruction of school subjects in an additional language. The volume introduces the contextual background of a large-scale CLIL research project and builds the conceptual framework of a thematic-pattern-based CLM pedagogy by drawing on language-based theory of learning (Halliday, 1993), the construct of thematic patterns (Lemke, 1990), and recent development of genre-based pedagogy (Lin, 2016; Rose & Martin, 2012). The book explores the design of thematic-pattern-based CLM teaching resources and examines the impact of the CLM pedagogy on students’ development of language and content knowledge in learning different junior and senior English Medium Instructed subjects. The author proposes a trans-disciplinary thematic-pattern-based approach and recommends some promising orientations for future CLIL research and practices. The book concludes with a discussion on the potential future research directions in teacher education using a transdisciplinary plurilingual thematic-pattern-based CLM approach for CLIL sustainability, catering for learner diversity in CLIL, and teacher professional development in thematic-pattern-based CLM practice. The book shows readers the design of CLM materials and activities to be used in the CLM pedagogy and these are then demonstrated through classroom interactions in lessons of different subjects and grades for students of diverse cognitive abilities and linguistic backgrounds.

This insightful volume will be of interest to researchers and trainee teachers exploring pedagogical approaches to CLIL, plurilingual, and transdisciplinary education and provides pedagogical implications for teachers of both language and content subjects in schools worldwide.