Martínez Adrián, M. & J. Gutiérrez Mangado. (2009). The acquisition of English syntax by CLIL learners in the Basque Country. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán. (Eds.) Content and Language Integrated Learning: Evidence from Research in Europe (pp. 176-196). Clevedon: Multilingual Matters.
Thursday 16:00, Room 1
Promoting Good Practice, or Just More Educational Imperialism? Negotiating EMI and CLIL in Hong Kong’s Secondary Schools Chinese University of Hong Kong Research into European CLIL, also drawing on insights from other bilingual education contexts such as Canadian immersion, highlights CLIL’s strengths, and the features that contribute to those strengths. Much more research is still needed, but potential benefits include linguistic and cognitive development, and even the facilitation of content subject learning (Coyle, 2007). Reasons given for these benefits have included the influence of CLIL in encouraging a greater awareness of classroom practices and of the role that language plays in these practices (Coyle, 2007; Gajo & Serra, 2002). Conversely, research into Hong Kong’s form of bilingual education, English medium of instruction (EMI), overwhelmingly finds that learning through another language has a deeply negative effect on achievement and classroom practices in non-language subjects (Ng, 2007). This talk explores possible explanations for the contrasting findings. Hong Kong’s EMI policies and initiatives will be considered, including one recent example of school-based collaboration between English and science teachers. The processes of this collaboration, and the concerns of those involved, will be discussed. The paper will consider aspects of subject-based language knowledge that the teachers felt were useful to them, perhaps suggesting ways of approaching the conflict expressed in the title. References Coyle, D. (2007). Content and Language Integrated Research: Towards a connected research agenda for CLIL pedagogies. The International Journal of Bilingual Education and Bilingualism 10/5: 543-562. Gajo, L. & Serra, C. 2002. Bilingual teaching: Connecting language and concepts in Mathematics. In D. So & G. Jones (eds.). Education and society in plurilingual contexts, pp. 75-95. Brussels: VUB Brussels University Press. Ng, D. F.P. (2007). Medium and learning in Chinese and English in Hong Kong 51
Here you will find all the information about the ALP-CLIL Conference (5-8 June 2013)