This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly. Review “This timely contribution brings together interesting studies about policy, practice and pedagogy in content and language integrated learning. One of its novelties comes from the combination of research in two different socio-political and cultural contexts: Spain and Japan, which shows how the educational approach is able to cross borders. It will undoubtedly stimulate further interest in our understanding of CLIL” (Yolanda Ruiz de Zarobe, University of the Basque Country, Spain) “Talking about various CLIL contexts on earth, Spain and Japan are contrastive in terms of geographical region (West Europe vs East Asia), educational policy (top-down vs bottom-up), and pedagogical orientation (subject-led vs language-led). This volume demystifies the hitherto unknown development of CLIL implementation in Japan and depicts the well documented yet still ongoing evolution of CLIL research in Spain, adding a valuable contribution to global CLIL scholarship.” (Makoto Ikeda, Sophia University, Japan) From the Back Cover This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly. Keiko Tsuchiya is Associate Professor at the School of International Liberal Arts, Yokohama City University, Japan. María Dolores Pérez Murillo is Associate Professor at the School of Education, Complutense University of Madrid, Spain. About the Author Keiko Tsuchiya is Associate Professor at the School of International Liberal Arts, Yokohama City University, Japan. María Dolores Pérez Murillo is Associate Professor at the School of Education, Complutense University of Madrid, Spain.
