CLIL: Complementing or compromising foreign language teaching? Effects and perspectives of education policy plans.

Autor/inn/en	Breidbach, Stephan; Viebrock, Britta
Titel	CLIL: Complementing or compromising foreign language teaching? Effects and perspectives of education policy plans.
Quelle	Aus: Breidbach, Stephan (Hrsg.); Viebrock, Britta (Hrsg.): Content and language integrated learning (CLIL) in Europe. Research perspectives on policy and practice. Frankfurt am Main: P. Lang (2013) S. 11-22Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-631-64400-3
Schlagwörter	Kognitive Kompetenz; Bildungspolitik; Lehrerausbildung; Schüler; Lernerfolg; Schülerleistung; Lernen; Lernprozess; Semiotik; Unterrichtssprache; Fremdsprache; Fremdsprachenunterricht; Mehrsprachigkeit; Sprachpolitik; Sachunterricht; Fachunterricht; Konzeption; Deutschland; Europa
Abstract	This chapter serves as an introduction to this volume as well as a contextualisation of the other contributions. The main focus is on current developments in education policy to introduce CLIL to a wider range of learners. By and large, the political discourse is characterised by tremendous optimism concerning the potential of CLIL. Either CLIL is understood as a better way of foreign language learning or it is considered to cover two topical areas (language and subject matter competence) for "the price of one". Scientific research considers CLIL as a more complex endeavour and affords a more critical stance also hinting at possible risks for all groups of stakeholders. The papers in this compilation show that first and foremost CLIL needs to be done properly, i.e. theory-driven, informed by empirical evidence and sensitive to specific learning contexts to become a success story. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/2