The University of Madrid is kindly inviting you to participate in the Applied Linguistics Perspectives on Content and Language Integrated Learning (ALP-CLIL) Conference 2013, held 5-8 June, 2013 in Miraflores de la Sierra, Spain.
The conference theme addresses current Applied linguistic approaches to content and language integrated learning. We invite proposals of any applied linguistic research on CLIL.
For the purposes of this conference CLIL will be defined as any educational approach in which the learning of content is combined with the learning of a language not used in the students’ immediate communities. We welcome proposals reporting research on any educational level (primary, secondary and tertiary) and from any part of the world.
We invite the submission of abstracts (for paper or poster presentations) addressing issues on any area of Applied Linguistics in relation to CLIL. However, proposals addressing topics within the following four broad thematic strands are especially welcome:
- Sociolinguistic perspectives on CLIL (multilingual education and language policy, English as a lingua franca, learner and teacher identities, etc.).
- SLA perspectives on CLIL (focus on form/forms, grammatical/phonological/lexical/pragmatic development, receptive and productive skills, individual factors, etc.).
- Subject literacies in CLIL (genres, registers, academic language functions).
- CLIL classroom discourse (interaction, pragmatics, multimodality, etc.).
- Jasone Cenoz, Universidad del País Vasco (Spain)
- Caroline Coffin, The Open University (UK)
- Christiane Dalton-Puffer, University of Vienna (Austria)
- Roy Lyster, McGill University (Canada)
Description of the UAM-CLIL project
Content and Language Integrated Learning, or CLIL, is the term used for the European version of bilingual education, an approach to foreign language learning which is extending rapidly in Spain. The UAM-CLIL research project has been designed to respond to the need for information on this new teaching/learning situation, as it is being implemented in our local state secondary schools. The project started in the academic year 2005-06, and since that year we have collected spoken and written data from CLIL classes, following the same students throughout the four years of obligatory secondary education (ESO) in Social Sciences, focusing especially on History.
By recording examples of classroom interaction on topics from the social science syllabus, and analysing the spoken and written production of the students, as well as the teachers’ language as they organized and ran the sessions, the aim of the project has been to identify the linguistic needs of learners at this level in this subject area. After analyzing different aspects of the representation of content in the language of these classes, the latest project (INTER-CLIL) focuses on the use of interpersonal language. Both strands of empirical work contribute to the continuing research effort to establish a conceptual base for the widespread but under-theorized phenomenon of CLIL.