Content and language integrated learning

Smala, Simone (2011) Content and language integrated learning. Languages Victoria, 15 2: 32-35.

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Name Description MIMEType Size Downloads
Author Smala, Simone
Title Content and language integrated learning
Journal name Languages Victoria
ISSN 1328-7621
Publication date 2011-11
Sub-type Article (original research)
Volume 15
Issue 2
Start page 32
End page 35
Total pages 4
Place of publication Carlton, VIC, Australia
Publisher Modern Language Teachers' Association of Victoria
Collection year 2012
Language eng
Abstract Over the past twenty-five years, a growing number of second language immersion programs have been developed in Australian schools. While 'immersion program' is an established term in Australia, internationally and increasingly also nationally, these programs are referred to as 'Content and Language Integrated Learning' or 'CLlL' programs (Smala, 2009). In these diverse local programs, a language other than English is used as the medium to teach curriculum, for example, maths, science or social science, for a variety of year levels, age groups and settings. The current project of developing a National Curriculum for Languages prompted the Modern Language Teachers Association of Victoria (MLTAV) to include questions about immersion teaching as preferred second language teaching option in a recent online survey. 71%of the 386 respondents assigned a medium to very high importance to the inclusion of immersion models for a National Languages Curriculum (Modern Language Teachers Association of Victoria, 2009). In the recent Australian Council for Educational Research review on Second Languages and Australian Schooling, the author Professor Joe Lo Bianco dedicates several sub-sections to immersion pedagogies and declares them as amongst the most promising design developments in the area (LoBianco fr Slaughter, 2009). In addition to the advantages that immersion models present for second language learning, other researchers have, for example, pointed out the benefits for such concepts as higher order thinking (Kong, 2009).
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
School of Education Publications
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Created: Mon, 12 Dec 2011, 14:28:44 EST by Claire Backhouse on behalf of School of Education