Content and Language Integrated Learning: Evidence from Research in Europe

Content and language integrated learning (CLIL) is an approach to second/foreign language learning that requires the use of the target language to learn content. This book brings together critical analyses on theoretical and implementation issues of CLIL within the framework of European strategies to promote multilingualism, and reviews empirical studies on the effectiveness of CLIL. The first part of the book is devoted to theoretical and implementation issues related to CLIL. It describes research on CLIL programs and classroom methodology, in both bilingual and monolingual communities. The second part of the book presents nine analytical and empirical studies on CLIL, touching on issues such as testing CLIL's effectiveness, CLIL in relation to vocabulary knowledge, and CLIL learners in the Basque Country. The book will be of interest to professionals, researchers, and students. Ruiz de Zarobe is associate professor of language and linguistics at the University of the Basque Country, Spain. Jimenez Catalan is associate professor of applied linguistics at the University of La Roja, Spain. The book is distributed in the US by UTP Distribution. Annotation c2009 Book News, Inc., Portland, OR (booknews.com)

Yolanda Ruiz de Zarobe received her PhD in Linguistics from the University of the Basque Country (Spain). She is Associate Professor of Language and Linguistics at the University of the Basque Country, Spain. Her research interests are second and third language acquisition. Her recent publications have focused on the acquisition of morphosyntactic aspects of English as a third language, multilingualism, and issues related to Content and Language Integrated Learning.
Rosa Maria Jimenez Catalan is Associate Professor of Applied Linguistics at the University of La Rioja. She has a PH.D in English Philology Studies and is the author of articles and books on English second language learning and teaching. Her current research interests include vocabulary acquisition and teaching and the analysis of the effect of gender and type of instruction on vocabulary development in English as a foreign language.