Abstract

This book provides a rich and unique longitudinal account of content and language integrated learning (CLIL). The chapters report on the findings from a large-scale, three-year research project undertaken at senior high school level in Sweden. The ecological perspective, with quantitative and qualitative methods, gives voice to both learners and teachers, as well as being an excellent critical example of how such longitudinal research might be carried out. Through emic and etic approaches, the book provides insights into language learning outcomes, both with regard to the target language English and the majority language Swedish; learner motivation among CLIL and non-CLIL students; effects of extramural exposure to English; issues in relation to assessment in CLIL and much more. As a whole, the book offers an unprecedented overview of learner outcomes and detailed insights into the comparison of CLIL and non-CLIL education. While it is embedded in the Swedish context, the nature of this study means that it has strong implications on an international basis.

Based on evidence from a research project on upper-secondary CLIL and non-CLIL programmes in Sweden, this book offers new, challenging and thought-provoking findings on a range of topics relating to L1 and L2 learning outcomes and participants’ perspectives. It is of great interest to CLIL practitioners and researchers globally.

This volume provides a comprehensive overview of CLIL in Swedish senior high schools and answers to calls for more longitudinal studies on CLIL. The authors offer valuable insights into the effects of CLIL on students’ English and Swedish, the societal and motivational factors underpinning CLIL, and the pedagogical implications of their findings. The book will be essential reading for anyone interested in a thoroughly contextualised account of CLIL.

Liss Kerstin Sylvén is Professor of Language Education at the University of Gothenburg, Sweden. She has been working in the field for over 20 years and her specific interests lie in CLIL, extramural English and language learning motivation and individual differences. She is the co-author (with Pia Sundqvist) of Extramural English in Teaching and Learning (2016, Palgrave Macmillan).

This well-rounded and accomplished volume represents a 360 degree examination of CLIL education in Sweden. Novel perspectives, such as a look at effects on L1 development are added to the remit of CLIL research and one wishes for the underlying longitudinal, interdisciplinary and mixed-method project to be replicated beyond Sweden. This book ought to be consulted by researchers, practitioners and policymakers from many other CLIL contexts.