TY - BOOK ID - 78647832 TI - Investigating Content and Language Integrated Learning : Insights from Swedish High Schools PY - 2019 VL - 116 SN - 1788922433 1788922425 9781788922425 9781788922418 1788922417 9781788922401 1788922409 1788922441 PB - Blue Ridge Summit, PA : Multilingual Matters, DB - UniCat KW - English language KW - Language arts (Secondary) KW - Language and education KW - Educational linguistics KW - Education KW - Language and languages KW - Germanic languages KW - Language arts KW - Study and teaching (Secondary) KW - Swedish speakers. KW - Correlation with content subjects KW - Immersion method. KW - Study and teaching KW - CLIL. KW - CLISS. KW - Content and Language Integrated Learning . KW - L2/FL learning motivation. KW - SLA. KW - assessment practices of CLIL. KW - bilingualism. KW - effects of CLIL on the target language. KW - extramural English. KW - language learning assessment . KW - multilingualism. KW - Swedish speakers KW - Immersion method KW - Swedish language KW - English language - Study and teaching (Secondary) - Sweden KW - English language - Study and teaching (Secondary) - Swedish speakers KW - Language arts (Secondary) - Correlation with content subjects - Sweden KW - English language - Study and teaching (Secondary) - Immersion method KW - Language and education - Sweden UR - https://www.unicat.be/uniCat?func=search&query=sysid:78647832 AB - 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. ER -