Routledge Series in Language and Content Integrated Teaching & Plurilingual Education
About the Book Series
This series is founded on the principle that research and practice in content-and-language integration must be conceived of as deeply embedded in pluriculturality and plurilingualism. Plurilingualism is the more recent theoretical term used to indicate the fluidity of plurilingual resources. Responding to the latest development in bilingual and multilingual education around the world, this series proposes a paradigmatic shift in research and pedagogy towards plurilingual education which aims at not only fostering learners’ plurilingual competences but also creating and affirming their plurilingual/pluricultural identities and subjectivities.
The Books in the Series fall under three key strands:
- One key strand of CLIL research this book series seeks to illuminate is fundamental theoretical conceptualizations about CLIL. In doing this, it interplays with the trend of sociolinguistic studies burgeoning in the last decade represented by a series of cutting-edge works. This series also introduces the latest theoretical perspectives impacting research and pedagogies in plurilingual and CLIL education.
- The second key strand of the book series emphasizes classroom application and pedagogical practice by expounding on the latest practice of content and language integration and experimentation with new approaches to CLIL, but always maintaining an explicit connection to the level of theory. Other examples of such design-based educational research will be included in the series.
- Key strand number three, which is crucial and fundamental also to the previous strands, is the theme of CLIL teacher education which has often been pointed out as important but continues to be insufficiently researched. This strand of the book series invites readers to reflect on the essential concepts in CLIL teacher professional development including teacher PCK and teacher language awareness. A further issue is that of CLIL teacher identity and teacher language awareness, CLIL teacher education
Thematic-Pattern-Based “Concept + Language Mapping” (CLM): Content and Language Integration in a Transdisciplinary Perspective
1st Edition
By Peichang He
May 20, 2025
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 ...
Multilingual Learning: Assessment, Ideologies and Policies in Sub-Saharan Africa
1st Edition
Edited
By Colin Reilly, Feliciano Chimbutane, John Clegg, Casmir M. Rubagumya, Elizabeth J. Erling
April 14, 2025
This edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The strategies put forward in Volume 1 included multilingual pedagogies that allow students to draw on their full linguistic repertoires, ...
Towards Deeper Learning in Primary CLIL: A Case Study of Disciplinary Literacy
1st Edition
By Fay Chen
March 04, 2025
Chen proposes a disciplinary literacy (DL) approach to Content and Language Integrated Learning (CLIL) planning and teaching in her book, in answer to concerns expressed by some about the growth of CLIL internationally in recent decades. The concerns regarding CLIL schools circle around the ...
Current Trends in EMI and Multimodality in Higher Education
1st Edition
Edited
By Vicent Beltrán-Palanques, Edgar Bernad-Mechó
July 08, 2024
Looking at both English Medium Instruction (EMI) and multimodality in higher education, this edited volume bridges the gap between the two contexts by offering various new insights into fundamentals in multilingual education, EMI discourse and current teaching practices in internationalised ...
Building Disciplinary Literacies in Content and Language Integrated Learning
1st Edition
Edited
By Julia Hüttner, Christiane Dalton-Puffer
June 28, 2024
Hüttner and Dalton-Puffer present research demonstrating the tangible benefits of the long-term sustainability of Content and Language Integrated Learning (CLIL) on participants’ educational outcomes. The chapters outline the argument that the main benefit of CLIL lies in the fact that learners ...
Multilingual Education in South Asia: At the Intersection of Policy and Practice
1st Edition
Edited
By Lina Adinolfi, Usree Bhattacharya, Prem Phyak
January 29, 2024
Spanning scholarly contributions from India, Nepal, Bangladesh, Pakistan, and Sri Lanka, this edited volume seeks to capture and elucidate the distinct challenges, approaches and possible solutions associated with interpreting, adapting and applying language-in-education policies in a range of ...
Soft CLIL and English Language Teaching: Understanding Japanese Policy, Practice and Implications
1st Edition
By Makoto Ikeda, Shinichi Izumi, Yoshinori Watanabe, Richard Pinner, Matthew Davis
September 25, 2023
Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and ...
Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa
1st Edition
Edited
By Elizabeth J. Erling, John Clegg, Casmir M. Rubagumya, Colin Reilly
January 09, 2023
This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may ...
Scaffolding Language Development in Immersion and Dual Language Classrooms
1st Edition
By Diane J. Tedick, Roy Lyster
December 02, 2019
This book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction. Using ...