The Psychological Experience of Integrating Content and Language


Multilingual Matters  has recently published  a  book  which brings together a wide range of empirical chapters on  both the psychological strains and benefits related to teaching and learning a subject through a second or other language.

The studies encompass a range of areas, such as Content and Language Integrated Learning (CLIL), Foreign Language Medium of Instruction (FMI), bilingual education and other related approaches to integrating content and language.

They feature a variety of psychological constructs, including identity, self-confidence, motivation, self-concept, teacher and learner beliefs, affect, anxiety, stress, mindsets, attributions and well-being, from the perspectives of both teachers and learners. 

I reckon you will smile when you see that we have been talking about the aforementioned issues in our CLIL seminar sessions.  For instance, Professor Erwin M. Gierlinger has written a  very clarifying chapter on one of our  main concerns: "L2 Confidence in CLIL Teaching: A Tale of Two Teachers".

Therefore, this  book is essential reading for anyone interested in ensuring that teachers and students are properly supported and that their experiences of integrated content and language settings enable them to come to fruition. 

You may wish to have a look at the contents of the book before buying it and before  we can have the chance to meet again. When we do, I suggest starting with professor Gierlinger's chapter because once again he gives a very clear insight into the issue of L2 confidence in CLIL contexts.  

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