contexts. Whilst keeping an emphasis on materials and content, Pinner exam- ines how the target language is experienced in use, through what in CLIL is known as ‘authenticity of purpose’.
In chapter “Assessing Students’ Learning of History Content in Spanish CLIL Programmes: A Content and Language Integrated Perspective”, del Pozo and Llinares position their study at the intersection between learning language and history content and explore an empirical model to assess the acquisition of content and language while fostering students’ written produc- tion (Llinares, Morton, & Whittaker, 2012).
In chapter “Current Practice and Challenges of Assessment in CLIL in a Japanese University Context”, Sato, Yokomoto, and Mackenzie discuss CLIL practitioners’ approaches to assessing productive language performance and learners’ perception of being evaluated on language and content, based on empirical research conducted in a Japanese private university. The authors compare teachers’ assessment approaches in language-focused instruction, addressing the unique features and challenges of classroom-based assessment practice in CLIL.
In chapter “Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia”, Garzón- Díaz aims at depicting how students from a public school setting in Colombia have developed scientific competencies while building scientific literacy through Spanish and English as vehicular languages. The insights gained through this pedagogical intervention may serve as reference in CLIL contexts as it focuses on the key role that translanguaging may play while learners are constructing knowledge in bilingual and multilingual settings.
In chapter “The Role of the Essential Question in Eliciting Critical Thinking in CLIL Classes at a Japanese University”, Aikawa, Fukasawa, and Hemmi discuss how interaction is conducted in a Japanese context, focusing on the development of learners’ critical thinking skills and interactional competence through a dialogic exchange. They discuss data analysed from five CLIL classes at a private Japanese university in Japan and identify what opportunities for content and English language learning are created in teacher–learner and learner–learner interactions.
In chapter “Developing Intercultural Competence: A Comparison of CLIL and Language Majors Before and After Industrial Placements”, Yang investi- gates learners’ cultural awareness quotient gained from a Taiwan tertiary degree-based CLIL programme and compared it to a non-CLIL English department. The results demonstrate that the CLIL learners obtained slightly higher CQ scores than their non-CLIL English-majored peers, implying that
CLIL seems to equip learners with a better ability to function successfully in diverse cultural settings.
In chapter “The Role of CLIL in Learning About TESOL: Reflections from an Australian Master of TESOL Course”, Turner focuses on an educational context in an Australian masters in TESOL course where the participants of the course have a diversity of different linguistic backgrounds. In this chapter, Turner advocates a content-centred approach, offered in connection to actual teaching and showing that different kinds of content-based pedagogies in teaching CLIL are crucial elements for the learners.
In chapter “CLIL- ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts”, Pérez Cañado addresses the research gap in pre- and in-service teacher development programmes for English medium instruction (EMI) at a tertiary level. While the author understands EMI as the curricular decision/institutional strategy of teaching an academic subject through the medium of English, she approaches CLIL as an educational approach that can support EMI. She focuses on evidence-based practice, and based on the outcomes of her research, sets forth a specific teacher-education proposal to address the chief areas in need of attention. The author addresses the need to include a language focus in the training for both students and teachers. There is a pedagogical implication to further develop CLIL approaches in EMI.
In chapter “Top- Down and Bottom- Up CLIL Teacher Development:
Lessons Learned from Austrian In- Service CLIL Teacher CPD”, Kelly and Bärnthaler describe the content of the Austrian CLIL CPD programmes and highlight the need for a clear balance between course input and participant practice. Examples of lesson materials developed from a range of upper sec- ondary curriculum subjects are presented and feedback from teachers and students about their experiences both in training and as learners are discussed.
In chapter “Developing the C in Content and Language Integrated Learning: Teacher Preparation That Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training”, DelliCarpini analyses the collaborative practice of TESOL and content teacher educators in a USA context where 10 percent of the population are English as New Language users. The author stresses the importance of academic registers used in specific fields of study and discusses teacher collaboration in teaching both content and language.
In chapter “Language- Driven CLIL in Primary Education: An Analysis of General English Coursebooks in Argentina”, Banegas and Tavella offer a criti- cal analysis of data from primary-level coursebooks in Argentina by different international publishers and analyse the corpus from a descriptive and
exploratory approach. In their analysis, particular attention is be paid to (1) content and its relation to the Argentinian curriculum, (2) language skills development, (3) language focus (4) cognitive development, (5) sources of input and (6) the role of multimedia.
In chapter “Sistemas Educacionais (SE) and CLIL Developments in Brazil:
From Promises to Prospects” 13, Landau Paraná and Siqueira describe how Education Systems (ES) have played an important and sometimes controver- sial role in CLIL developments in Brazil. This chapter captures the different stakeholders’ perceptions of recommendations for CLIL-based education focusing on the not solely linguistic development but also on the develop- ment of culturally sensitive and globally engaged individuals.
The volume includes a concluding chapter which analyses the contribu- tions in terms of contexts, features, and lessons learnt from the authors’ per- spectives. It also discusses future directions in CLIL drawing on the engagement priorities identified by the contributors. We hope this volume helps to fill the gaps in CLIL practitioner-based research, offering pedagogical implications that may offer insight for practitioners and researchers engaged in CLIL practices.