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Part of
Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 307–312

Afterword
Emerging themes, future research directions

Article outline
  • The centrality of interaction
  • Reconceptualising the role of language in CLIL
  • Attention to mindsets: Beliefs, identities, motivations
  • The role of English
  • In conclusion
  • References
Published online: 16 March 2017
DOI logo
https://doi.org/10.1075/lllt.47.18nik
References
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Graddol, D.
(2006) English next. London: The British Council.Google Scholar
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(2015) Diverse discourses in time and space: historical, discourse analytical and ethnographic approaches to multi-sited language policy discourse. In M. Halonen, P. Ihalainen, & T. Saarinen (Eds.), Language policies in Finland and Sweden. Interdisciplinary and multi-sited comparisons (pp. 3–26). Bristol: Multingual Matters.Google Scholar
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(2012) The roles of language in CLIL. Cambridge: CUP.Google Scholar
Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T.
(2015) A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28(1), 41–57. DOI logoGoogle Scholar
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(Eds.) (2016) Conceptualising integration in CLIL and multilingual education. Clevedon: Multilingual Matters.Google Scholar
Cited by

Cited by 3 other publications

Coleman, Jim, Kristina Hultgren, Wei Li, Cheng-Fang Cynthia Tsui & Philip Shaw
2018. Forum on English-medium Instruction. TESOL Quarterly 52:3 ► pp. 701 ff. DOI logo
Dafouz, Emma & Ute Smit
2020. The ROAD-MAPPING Framework. In ROAD-MAPPING English Medium Education in the Internationalised University, ► pp. 39 ff. DOI logo
Iwaniec, Janina & Ana Halbach
2021. Teachers’ views on their methodology and their profiles: in search of the possible reasons for the levelling effect of CLIL. Journal of Multilingual and Multicultural Development ► pp. 1 ff. DOI logo

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