Carrió-Pastor, M. L. - Bellés-Fortuño, Begoña (2021) (Eds.). Teaching Language and Content in Multicultural and Multilingual Classrooms CLIL and EMI Approaches. Cham, Switzerland: Palgrave MacMillan, ISBN 978-3-030-56614-2, pp. 377
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Abstract
It is not surprising that there is a clear interest in specialised English language teaching at a time when academia needs to evidence its strong connection to social practices and internationalization (Carrió-Pastor 2019, 2020). This is a timely book, both in scope and usefulness. The contents are organised in such a way as to allow an understanding of methodological practices, firstly by establishing the difference between CLIL, i.e. Content and Language Integrated Learning, and EMI, i.e. English as a Medium of Instruction. In principle, these two terms refer to clear concepts, but in practice the distinction does not always seem to be so apparent. In fact, this book succeeds in providing a theoretical stance and examples to illustrate and clarify these approaches. The usefulness of this Palgrave volume for language professionals, namely teachers, researchers and newcomers, is easy to foresee.
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References
Carrió-Pastor, M. L. (2019). The implementation of content and language integrated learning in Spain: Strengths, weaknesses, opportunities and threats. In Peter Mickan & Ilona Wallace (Eds.), The Routledge handbook of language education curriculum design (pp. 77–89). London: Routledge.
Carrió-Pastor, M. L. (Ed.). (2020). Internationalising learning in higher education: The challenges of English as a medium of instruction. Cham, Switzerland: Palgrave Macmillan.
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