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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.

English language --- Language arts (Secondary) --- Language and education --- Educational linguistics --- Education --- Language and languages --- Germanic languages --- Language arts --- Study and teaching (Secondary) --- Swedish speakers. --- Correlation with content subjects --- Immersion method. --- Study and teaching --- CLIL. --- CLISS. --- Content and Language Integrated Learning . --- L2/FL learning motivation. --- SLA. --- assessment practices of CLIL. --- bilingualism. --- effects of CLIL on the target language. --- extramural English. --- language learning assessment . --- multilingualism. --- Swedish speakers --- Immersion method --- Swedish language --- English language - Study and teaching (Secondary) - Sweden --- English language - Study and teaching (Secondary) - Swedish speakers --- Language arts (Secondary) - Correlation with content subjects - Sweden --- English language - Study and teaching (Secondary) - Immersion method --- Language and education - Sweden

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This book is unique in bringing together theory, research, and practice about English encountered outside the classroom – extramural English – and how it affects teaching and learning. The book investigates ways in which learners successfully develop their language skills through extramural English and provides tools for teachers to make use of free time activities in primary and secondary education. The authors demonstrate that learning from involvement in extramural English activities tends to be incidental and is currently underutilized in classroom work. A distinctive strength is that this volume is grounded in theory, builds on results from empirical studies, and manages to link theory and research with practice in a reader-friendly way. Teacher-educators, teachers and researchers of English as a foreign language and teachers of English as a second language across the globe will find this book useful in developing their use of extramural English activities as tools for language learning. Pia Sundqvist is Associate Professor of English at Karlstad University, Sweden, where she obtained her PhD in English Linguistics. Her research interests are extramural English language learning, computer-assisted language learning (especially gaming), L2 vocabulary acquisition, and assessment of L2 oral proficiency, with a focus on primary and secondary school learners. Liss Kerstin Sylvén is Associate Professor of Language Education at the University of Gothenburg, Sweden, where she obtained her PhD in English Linguistics. Her research interests are extramural English language learning, content and language integrated learning (CLIL), L2 vocabulary acquisition, language learning motivation, and individual differences.

Didactics --- Didactics of languages --- Educational sciences --- Linguistics --- English language --- didactiek --- talenonderwijs --- linguïstiek --- Engels