Building Disciplinary Literacies in Content and Language Integrated Learning

Hüttner and Dalton present research demonstrating the tangible benefits of long-term sustainability of Content and Language Integrated Learning (CLIL) on participants’ educational outcomes. The chapters outline the argument that the specific benefit of CLIL lies in the fact that learners acquire specific literacy practices linked to the curricular subjects they study via the CLIL language and that these go beyond what is commonly learned and studied within a foreign language curriculum.

The book provides an orientation as to how subject literacy or literacies can be conceived and understood, and introduces several conceptual models that have been drawn upon to make subject literacies graspable and visible.

The various chapters showcase research and development projects from different geographical and educational contexts and so elaborate ideas around subject literacies from different vantage points. Written for a wide and varied readership including graduate students studying applied linguistics, foreign language education, and/or teaching methodology; language teachers, content subject teachers with an interest in the linguistic side of their subject, and teacher trainers.