Global CLIL: Critical, Ethnographic and Language Policy Perspectives

259 Pages·2022·4.15 MB·

by  Eva Codó

Global CLIL
This collection turns a critical lens on Content and Language Integrated
Learning (CLIL) research, making the case for a sociolinguistic-informed
approach towards investigating social inequalities and making visible
issues, processes and actors overlooked in CLIL research.
The volume seeks to expand the borders of existing CLIL scholarship
through situated ethnographic perspectives, highlighting the value of
a critical sociolinguistic perspective in illuminating the relationship
between the emergence of CLIL and specifc socio-political and economic
conditions in contemporary multilingual education. Drawing on examples
from Europe, Latin America, Australia and Asia, the book focuses on
exploring inequities in CLIL policy and implementation across diferent
institutional contexts and demonstrates the ways in which CLIL extends
beyond the classroom as situated in multiple and changing networks of
interest, policy and practice.
This book will be of particular interest to students and scholars in
sociolinguistics, multilingual education, language policy and planning,
and applied linguistics.
Eva Codó is Associate Professor of English Linguistics at Universitat
Autònoma de Barcelona. Her feld of specialisation is the sociolinguistics
of multilingualism, with a particular focus on language policy and critical
institutional ethnography. Her research has been published widely. She
is currently co-Chair of the Association for the Study of Discourse and
Society (EDiSo) and co-editor of Multilingua.
Routledge Critical Studies in Multilingualism
Edited by Marilyn Martin-Jones
MOSAIC Centre for Research on Multilingualism,
University of Birmingham, UK and Joan Pujolar Cos,
Universitat Oberta de Catalunya, Spain
Titles include:
Language, Global Mobilities, Blue-Collar Workers and
Blue-Collar Workplaces
Edited by Kellie Gonçalves and Helen Kelly-Holmes
Sign Languages and Linguistic Citizenship
A Critical Ethnographic Study of the Yangon Deaf Community
Ellen Foote
A Sociolinguistics of the South
Edited by Kathleen Heugh, Christopher Stroud, Kerry Taylor-Leech
and Peter I. De Costa
Multilingualism across the Lifespan
Edited by Robert Blackwood and Unn Røyneland
Spaces of Multilingualism
Edited by Robert Blackwood and Unn Røyneland
Language Education in Multilingual Colombia
Edited by Norbella Miranda, Anne-Marie de Mejía,
and Silvia Valencia Giraldo
Multilingualism in the Andes
Policies, Politics, Power
Rosaleen Howard
Global CLIL
Critical, Ethnographic and Language Policy Perspectives
Edited by Eva Codó
For more information about this series, please visit: www.routledge.com/
Routledge-Critical-Studies-in-Multilingualism/book-series/RCSM09
Global CLIL
Critical, Ethnographic and
Language Policy Perspectives
Edited by Eva Codó
First published 2023
by Routledge
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© 2023 selection and editorial matter, Eva Codó; individual chapters, the
contributors
The right of Eva Codó to be identifed as the author of the editorial
material, and of the authors for their individual chapters, has been
asserted in accordance with sections 77 and 78 of the Copyright, Designs
and Patents Act 1988.
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Library of Congress Cataloging-in-Publication Data
Names: Codó, Eva, 1971– editor.
Title: Global CLIL : critical, ethnographic and language policy
perspectives / edited by Eva Codó. Other titles: Global content and
language integrated learning
Description: New York, NY : Routledge, 2023. | Series: Routledge
critical studies in multilingualism | Includes bibliographical references
and index.
Identifers: LCCN 2022031243
Subjects: LCSH: Language arts—Correlation with content subjects. |
Language and languages—Study and teaching—Social aspects. |
Multilingual education. | Language policy. | LCGFT: Essays.
Classifcation: LCC P53.293 .G58 2023 | DDC 306.44—dc23/eng/
20220720
LC record available at https://lccn.loc.gov/2022031243
ISBN: 978-0-367-70650-0 (hbk)
ISBN: 978-0-367-70651-7 (pbk)
ISBN: 978-1-003-14737-4 (ebk)
DOI: 10.4324/9781003147374
Typeset in Sabon
by Apex CoVantage, LLC
Contents
List of contributors vii
Acknowledgements x
1 Introducing global CLIL: critical, ethnographic and
language policy perspectives 1
EVA CODÓ
PART 1
Localisations of CLIL outside Europe 25
2 Exporting European CLIL to India: fexible appropriations
for complex language debates 27
ANA MARÍA RELAÑO-PASTOR AND JESSICA MCDAID
3 Situated emergence of CLIL: new discourses of bilingual
education in Australian government schools 52
SIMONE SMALA
4 CLIL and the dynamics of policy and sectorisation
in Colombia 74
CARL EDLUND ANDERSON, LILIANA CUESTA MEDINA,
ROSA DENE DAVID AND JERMAINE S. MCDOUGALD
5 The challenges of integrating linguistic and disciplinary
knowledge in public secondary schools in the province
of Córdoba, Argentina 96
ANA CECILIA PÉREZ AND VIRGINIA UNAMUNO
vi Contents
PART 2
Lived experiences of CLIL: A focus on actors 123
6 Policy, practice and agency: making CLIL work?
Insights from Austrian upper secondary technical
education 125
JULIA HÜTTNER AND UTE SMIT
7 Bilingual education: English and the life projects of
youth in contemporary Spain 149
ADRIANA PATIÑO-SANTOS AND DAVID POVEDA
8 Languaging teachers: CLIL and the politics of
precarisation in Catalonia 174
EVA CODÓ
9 Being and becoming a CLIL teacher: discourses of
identities, language and emotional labour in Castilla-La
Mancha bilingual schools 198
FRANCES GIAMPAPA AND ALICIA FERNÁNDEZ BARRERA
10 Afterword – the promise of CLIL: discourse,
practices and selves 228
MIGUEL PÉREZ-MILANS
Index 243
Contributors
Carl Edlund Anderson is a professor for the Facultad de Educación, Uni-
versidad de La Sabana (Bogotá, Colombia) and the Department of
Language & Literature, Signum University (Nashua, New Hampshire,
USA). His research interests include bilingual education and CLIL,
rhetorical communication, Germanic philology and Colombian minor-
ity languages and cultures.
Eva Codó is Associate Professor of English Linguistics at Universitat
Autònoma de Barcelona. Her feld of specialisation is the sociolin-
guistics of multilingualism, with a particular focus on language policy
and critical institutional ethnography. Her research has been pub-
lished widely. She is currently co-Chair of the Association for the
Study of Discourse and Society (EDiSo) and co-editor of Multilingua
(De Gruyter).
Liliana Cuesta Medina is Associate Professor at the Faculty of Educa-
tion and Director of the Master’s in English Language Teaching pro-
grammes and the research group LALETUS (MinCiencias, B) at the
Universidad de La Sabana (Bogotá, Colombia). Her research interests
include computer-assisted language learning (CALL), teacher educa-
tion, online education, CLIL, academic writing and self-regulation.
Rosa Dene David is a senior research analyst for the Planning and Insti-
tutional Research Ofce and a PhD student in the Department of Lan-
guage and Literacies Education at the University of British Colombia
(Vancouver, Canada). Her research interests include justice, equity,
diversity and inclusion, primarily focusing on disability rights.
Alicia Fernández Barrera is Assistant Professor at the Department of Mod-
ern Philology, Faculty of Education, Universidad de Castilla-La Man-
cha (Spain). She has a PhD in sociolinguistics and CLIL. Her research
interests include bi/multilingual education, CLIL, EMI, sociolinguistic
ethnography, and language policies and practices. She participates in a
funded research project and three teaching innovation projects.
viii Contributors
Frances Giampapa is Senior Lecturer in Education (Applied Linguistics)
at the School of Education, University of Bristol. Her research uses
linguistic ethnography to focus on the ways language and identities
(learner and teacher identities) are deployed to resist and challenge the
reproduction of social inequalities within schools.
Julia Hüttner is Professor of English Language Education at the University
of Vienna, Austria. Her main research interests lie in bilingual education,
especially CLIL, classroom discourse and language teacher cognition.
She has published widely, including in System, the International Jour-
nal of Bilingual Education and Bilingualism and TESOL Quarterly.
Jessica McDaid is a PhD fellow at Universitat Autònoma de Barcelona
and member of research project ENIFALPO which studies Spanish
family language policy choices regarding the acquisition of English.
Specifcally, she is interested in forms of adolescent mobility for English
immersion purposes and the imaginaries and values guiding these
decisions.
Jermaine S. McDougald is Director of ELT Business Development at the
International Center of Foreign Languages & Cultures, Universidad
de La Sabana (Bogotá, Colombia) and the Liaison Ofcer and Co-
Founder for TESOL Colombia. His research interests include CLIL,
teacher development and bilingual/international education, on which
topics he has published extensively.
Adriana Patiño-Santos  is Associate Professor in modern languages and
linguistics at the University of Southampton. She has published widely
in the areas of sociolinguistic ethnography, language socialisation, nar-
rative inquiry and multilingualism. Her current interests focus on the
role of language in the life projects of young people and adults on the
move.
Ana Cecilia Pérez is a PhD candidate in language sciences at the Faculty
of Languages, Universidad Nacional de Córdoba (Argentina). She is
Adjunct Lecturer at the same faculty. Her research lines include the
didactics of plurilingualism, the study of practices of intercomprehen-
sion between romance languages. She is co-Principal Investigator of the
project “Plurilingualism and education: practices, representations, and
language teaching and learning” (2018–2022).
Miguel Pérez-Milans is Associate Professor at University College Lon-
don. He has authored Urban Schools and English Language Education
in Late Modern China  (Routledge, 2013) and co-edited The Oxford
Handbook of Language Policy and Planning  (OUP, 2018). He is co-
editor of Language Policy  (Springer) and Language, Culture and Soci-
ety (John Benjamins).
Contributors ix
David Poveda works in the School of Psychology of the Universidad
Autónoma de Madrid. He is interested in child and youth semiotic
practices in a variety of educational and developmental contexts and
the production of socio-educational inequalities. +info: www.uam.es/
david.poveda
Ana María Relaño-Pastor is Associate Professor at the Department
of Modern Philology at the University of Castilla-La Mancha. Her
research interests include ethnographic and sociolinguistic approaches
to bilingual education, language socialisation and narrative analysis.
She has published in prestigious journals and participated in various
research projects related to ethnographic and sociolinguistic aspects
of CLIL.
Simone Smala is Senior Lecturer in teacher education at the University
of Queensland, Brisbane, Australia. She teaches and researches in
sociology of education, educational psychology and multilingualism
in education. Simone has researched and published about bilingual
education in Australia, social media in education and teacher profes-
sional development.
Ute Smit  is Professor of English Linguistics at the University of Vienna,
Austria. Her research examines English in, and around, education at
the crossroads of classroom discourse, language policy, internationali-
sation and multilingualism and has been published in various books
and numerous journal articles (e.g. in Applied Linguistics, System and
TESOL Quarterly).
Virginia Unamuno is a sociolinguist. She is an independent researcher at
CONICET and Lecturer at the Universidad Nacional de San Martín,
Argentina. Her research on multilingualism from interactional and eth-
nographic perspectives has been published in several scientifc journals
as well as books including, among others, Hablar lenguas indígenas
hoy (2020), Lenguaje y educación (2017) and Prácticas y repertorios
plurilingües en Argentina (2013).