Cover not available
Article published In:
Teaching, Learning and Scaffolding in CLIL Science Classrooms
Edited by Yuen Yi Lo and Angel M.Y. Lin
[Journal of Immersion and Content-Based Language Education 7:2] 2019
► pp. 151–165
Introduction

Teaching, learning and scaffolding in CLIL science classrooms

| The University of Hong Kong
| Simon Fraser University
Article outline
  • 1.Conceptualising Content and Language Integrated Learning (CLIL)
  • 2.Content and language integration in science
  • 3.Scaffolding
  • 4.Papers in this Special Issue
  • References
Published online: 25 September 2019
DOI logo
https://doi.org/10.1075/jicb.00006.lo
References
Ankrum, J. W., Genest, M. T., & Belcastro, E. G.
(2014) The power of verbal scaffolding: “Showing” beginning readers how to use reading strategies. Early Childhood Education Journal, 42(1), 39–47. DOI logoGoogle Scholar
Bolton, K., & Graddol, D.
(2012) English in China today. English Today, 28(3), 4–9. DOI logoGoogle Scholar
Cameron, L.
(2001) Teaching languages to young learners. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Cammarata, L.
(2016) Foreign language education and the development of inquiry-driven language programs: Key challenges and curricular planning strategies. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 123–143). New York, NY: Routledge. DOI logoGoogle Scholar
Cammarata, L., & Haley, C.
(2018) Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey. International Journal of Bilingual Education and Bilingualism, 21(3), 332–348. DOI logoGoogle Scholar
Cammarata, L., & Ó Ceallaigh, T. J.
(Eds.) (2018) Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators [Special issue]. Journal of Immersion and Content-Based Language Education, 6(2). DOI logoGoogle Scholar
Cenoz, J., Genesee, F., & Gorter, D.
(2014) Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243–262. DOI logoGoogle Scholar
Chapin, S., O’Connor, C., & Anderson, N.
(2013) Classroom discussions in Math: A teacher’s guide for using talk moves to support the common core and more, Grades K-6: A Multimedia Professional Learning Resource (3rd ed.). Sausalito, CA: Math Solutions Publications.Google Scholar
Coyle, D., Hood, P., & Marsh, D.
(2010) CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.Google Scholar
Cummins, J.
(2000) Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
Dalton-Puffer, C.
(2007) Discourse in Content and Language Integrated Learning (CLIL) classrooms. Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2013) A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216–253. DOI logoGoogle Scholar
(2018) Postscriptum: Research pathways in CLIL/Immersion instructional practices and teacher development. International Journal of Bilingual Education and Bilingualism, 21(3), 384–387. DOI logoGoogle Scholar
Dalton-Puffer, C., Llinares, A., Lorenzo, F., & Nikula, T.
(2014) “You can Stand Under my Umbrella”: Immersion, CLIL and Bilingual Education. A Response to Cenoz, Genesee & Gorter (2013). Applied Linguistics, 35(2), 213–218. DOI logoGoogle Scholar
de Oliveira, L. C.
(2010) Enhancing content instruction for ELLs: Learning about language in science. In D. Sunal, C. Sunal, M. Mantero, & E. Wright (Eds.), Teaching science with Hispanic ELLs in K-16 classrooms (pp. 135–150). Charlotte, NC: Information Age.Google Scholar
Echevarria, J., Vogt, M. E., & Short, D. J.
(2013) Making content comprehensible for English language learners: The SIOP Model (4th ed.). New York: Pearson.Google Scholar
Fang, F.
(2017) World Englishes or English as a Lingua Franca: Where does English in China stand? English Today, 33(1), 19–24. DOI logoGoogle Scholar
Genesee, F., & Lindholm-Leary, K.
(2013) Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3–33. DOI logoGoogle Scholar
Gibbons, P.
(2015) Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom (2nd ed.). Portsmouth, NH: Heinemann.Google Scholar
Gottlieb, M.
(2006) Assessing English language learners: Bridges for language proficiency to academic achievement. Thousand Oaks: Corwin.Google Scholar
Kong, S., Hoare, P., & Chi, Y. P.
(2011) Immersion education in China: Teachers’ perspectives. Frontiers of Education in China, 6(1), 68–91. DOI logoGoogle Scholar
Lasagabaster, D., & Sierra, J. M.
(2010) Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367–75. DOI logoGoogle Scholar
Lemke, J. L.
(1990) Talking science: Language, learning and values. Westport, CT: Ablex.Google Scholar
Li, D. C. S.
(2017) Multilingual Hong Kong: Communities, Languages, Identities. Berlin: Springer. DOI logoGoogle Scholar
Lin, A. M. Y.
(2016) Language across the curriculum and CLIL in English-as-an-additional-language contexts: Theory and practice. Dordrecht: Springer. DOI logoGoogle Scholar
Lin, A. M. Y., & Lo, Y. Y.
(2017) Trans/languaging and the triadic dialogue in Content and Language Integrated Learning (CLIL) Classrooms. Language and Education, 31(1), 26–45. DOI logoGoogle Scholar
Lin, A. M. Y., & Wu, Y.
(2015) ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism, 18(3), 289–305. DOI logoGoogle Scholar
Llinares, A., & Morton, T.
(Eds.) (2017) Applied linguistics perspectives on CLIL. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Llinares, A., Morton, T., & Whittaker, R.
(2012) The roles of language in CLIL. Cambridge: Cambridge University Press.Google Scholar
Lo, Y. Y.
(2014) Collaboration between L2 and content subject teachers in CBI: Contrasting beliefs and attitudes. RELC Journal, 45(2), 181–196. DOI logoGoogle Scholar
Lo, Y. Y., & Lin, A. M. Y.
(2015) Special Issue: Designing Multilingual and Multimodal CLIL Frameworks for EFL students. International Journal of Bilingual Education and Bilingualism, 18(3), 261–269. DOI logoGoogle Scholar
Lyster, R.
(2016) Vers une approche intégrée en immersion. Montréal: Les Éditions CEC.Google Scholar
Lyster, R., & Ruiz de Zarobe, Y.
(Eds.) (2018) Instructional practices and teacher development in CLIL and immersion school settings [Special issue]. International Journal of Bilingual Education and Bilingualism, 20(3). DOI logoGoogle Scholar
Marsh, D.
(2002) CLIL/EMILE – the European dimension: actions, trends and foresight potential. Finland: University of Jyvӓskylӓ. Retrieved from [URL]
Massler, U., Stotz, D., & Queisser, C.
(2014) Assessment instruments for primary CLIL: The conceptualisation and evaluation of test tasks. The Language Learning Journal, 42(2), 137–150. DOI logoGoogle Scholar
Mihai, F. M.
(2010) Assessing English language learners in the content areas: A research-into-practice guide for educators. Ann Arbor, MI: University of Michigan Press. DOI logoGoogle Scholar
Morton, T.
(2016) Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction. Journal of Immersion and Content-Based Language Education, 4(2), 144–167. DOI logoGoogle Scholar
Nikula, T., Dalton-Puffer, C., Llinares, A., & Lorenzo, F.
(2016) More than content and language: The complexity of integration in CLIL and multilingual education. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (eds.), Conceptualising integration in CLIL and multilingual education (pp. 1–25). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Nikula, T., & Moore, P.
(2019) Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22(2), 237–249. DOI logoGoogle Scholar
Pawan, F.
(2008) Content-area teachers and scaffolded instruction for English language learners. Teaching and Teacher Education, 24(6), 1450–1462. DOI logoGoogle Scholar
Rojas-Drummond, S., & Mercer, N.
(2003) Scaffolding the development of effective collaboration and learning. International Journal of Educational Research, 39(1), 99–111. DOI logoGoogle Scholar
Schleppegrell, M. J.
(2004) The language of schooling: A functional linguistics perspective. New York, NY: Routledge. DOI logoGoogle Scholar
(2009) Language in academic subject areas and classroom instruction: What is academic language and how can we teach it? Paper presented at workshop on The role of language in school learning sponsored by the National Academy of Sciences, Menlo, CA. Retrieved from [URL]
Seah, L. H., Clarke, D. J., & Hart, C.
(2015) Understanding middle school students’ difficulties in explaining density from a language perspective. International Journal of Science Education, 37(14), 2386–2409. DOI logoGoogle Scholar
Silver, D.
(2011) Using the ‘Zone’ help reach every learner. Kappa Delta Pi Record, 471(sup1), 28–31. DOI logoGoogle Scholar
Somers, T., & Surmont, J.
(2012) CLIL and immersion: How clear-cut are they? ELT Journal, 66(1), 113–116. DOI logoGoogle Scholar
Swain, M., & Lapkin, S.
(2000) Task-based second language learning: the uses of the first language. Language Teaching Research, 4(3), 251–274. DOI logoGoogle Scholar
Tan, M.
(2011) Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning. Language Teaching Research, 15(3), 325–342. DOI logoGoogle Scholar
Tan, Y.
(2014) English as a ‘mother tongue’ in Singapore. World Englishes, 33(3), 319–339. DOI logoGoogle Scholar
Van Kampen, E., Admiraal, W., & Berry, A.
(2018) Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism, 21(2), 222–236. DOI logoGoogle Scholar
Vygotsky, L. S.
(1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Weinburgh, M., Silva, C., Smith, K. H., Groulx, J., & Nettles, J.
(2014) The intersection of inquiry-based science and language: Preparing teachers for ELL classrooms. Journal of Science Teacher Education, 25(5), 519–541. DOI logoGoogle Scholar
Wolff, D.
(2012) The European framework for CLIL teacher education. Synergies, 81, 105–116.Google Scholar
Wood, D. J., Bruner, J. S., & Ross, G.
(1976) The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89–100. DOI logoGoogle Scholar
Zwiers, J.
(2008) Building academic language: Essential practices for content classrooms, Grades 5–12. San Francisco, CA: John Wiley & Sons.Google Scholar
Cited by

Cited by 10 other publications

Ertugruloglu, Errol, Tessa Mearns & Wilfried Admiraal
2023. Scaffolding what, why and how? A critical thematic review study of descriptions, goals, and means of language scaffolding in Bilingual education contexts. Educational Research Review 40 ► pp. 100550 ff. DOI logo
Fernández-Fontecha, Almudena, Kay L. O’Halloran, Peter Wignell & Sabine Tan
2020. Scaffolding CLIL in the science classroom via visual thinking: A systemic functional multimodal approach. Linguistics and Education 55 ► pp. 100788 ff. DOI logo
Gu, Mingyue Michelle, Chi-Kin John Lee & Tan Jin
2023. A translanguaging and trans-semiotizing perspective on subject teachers’ linguistic and pedagogical practices in EMI programme. Applied Linguistics Review 14:6 ► pp. 1589 ff. DOI logo
Kamrani, Zahra, Zia Tajeddin & Minoo Alemi
2023. Scaffolding principles of content-based science instruction in an international elementary school. Pedagogies: An International Journal ► pp. 1 ff. DOI logo
Liu, Jiajia Eve & Angel M. Y. Lin
2021. (Re)conceptualizing “Language” in CLIL. AILA Review 34:2 ► pp. 240 ff. DOI logo
Lu, Chaoqun & Winnie Wing Mui So
2023. Translanguaging in scientific practices: a study of high school teachers in English Medium Instruction inquiry-based science classrooms. International Journal of Science Education 45:10 ► pp. 850 ff. DOI logo
Lu, Chaoqun, Winnie Wing Mui So, Yeung Chung Lee & Yau Yuen Yeung
2023. Exploring the problems of learning science in the English medium: a study on high school students’ perceptions and attitudes in China. Asia Pacific Journal of Education 43:4 ► pp. 1224 ff. DOI logo
Richards, Jack C & Jack Pun
2023. A Typology of English-Medium Instruction. RELC Journal 54:1 ► pp. 216 ff. DOI logo
Seah, Lay Hoon
2023. An exploratory study of teachers’ metalanguage use to support student writing in science: Foregrounding the science-language connections. Linguistics and Education 78 ► pp. 101253 ff. DOI logo
Tai, Kevin W. H.
2022. Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students. Research in Science Education 52:3 ► pp. 975 ff. DOI logo

This list is based on CrossRef data as of 1 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.