Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e
Vol. 4(2), May-June 2011, 96-106
Book Re iew
Ap end e en una al a llengua / Lea ning h ough ano he
language / Ap ende en o a lengua, 2011, by C is ina Escoba
U mene a and Luci Nussbaum (Eds.) / Bella e a: Se ei de
Publicacions UAB
ISBN: 978-84-608-1112-1
Jill Simon Aue bach
Uni e si a Au ònoma de Ba celona, Ba celona, Spain
(Re iew ecei ed 24 Ma ch 2011; inal e sion ecei ed 14 Ap il 2011)
Al hough a om being adap ed in any sys ema ic o m h oughou he educa ional
sys em, he las wo decades ha e seen g ea ad ances in he sp ead o Con en and
Language In eg a ed Lea ning p og ammes (hence o h CLIL; Ma sh & Lang 1997)
h oughou Eu ope (Eu ydice 2006; Escoba U mene a 2009; Cenoz in his olume).
Besides he ob ious bene i o inc easing he con ac ime wi h he a ge language
(Escoba U mene a 2009), he s udy o con en h ough he medium o a non-habi ual
language adds a dimension o au hen ici y o he lea ning o a o eign language (FL) and
inc eases he likeliness o ue communica i e exchanges be ween in e locu o s
(Escoba U mene a 2009; Moo e & Nussbaum in his olume; Whi ake & Llina es in
his olume). In Spain, o example, he use o a FL o ins uc ion, pa icula ly English,
o each cu icula ma e ial, is iewed as a possible emedy o he low communica i e
capaci y achie ed by he majo i y o s uden s despi e yea s o compulso y FL s udy
du ing hei schooling (Ruiz de Za obe & Lasagabas e 2010; Whi ake & Llina es in
his olume).
Apa om he linguis ic aim o de eloping s uden s’ communica i e abili ies in
a FL, a second essen ial aim o CLIL p og ammes, as he ac onym i sel e eals, is he
lea ning o con en - ela ed knowledge h ough an inno a i e eaching app oach
(Eu ydice, 2006). Al hough he ini ial aim o pa en s o go e nmen s in p omo ing
CLIL p og ammes is o imp o e he linguis ic capaci y o he s uden s, om he
momen a CLIL p og amme is implemen ed, i is he conce n o he cu icula eache
ha he con en knowledge acqui ed is he same in a second language (L2) as in a i s
(L1). Fo una ely o he u u e o CLIL p og ammes, an ex ensi e body o esea ch
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shows his o be he case (Escoba U mene a 2009; Gajo in his olume). Fu he mo e,
esea ch is e ealing ha he a en ion paid o linguis ic issues when con en is s udied
h ough ano he language may ac ually be bene icial o he lea ning o subjec ma e
(Gajo in his olume).
Howe e , as impo an as bo h he linguis ic and con en - ela ed objec i es o
CLIL may be, hey a e only wo o he ou objec i es enume a ed by he Eu opean
Council in i s 2006 epo on CLIL p og ammes in Eu ope (Eu ydice 2006). Lesse
known, hough no less impo an goals o CLIL eaching deal wi h issues o a socio-
cul u al and socio-economic na u e (ibid). In he o me case, CLIL aims o p omo e
plu ilinguis ic capaci ies among Eu opean ci izens. Plu ilinguism is bo h a cul u al
pa imony o humani y as well as a b idge o p omo e ole ance and espec is-à- is
o he cul u es (Eu ydice 2006; Cenoz in his olume). P omo ing hese alues is all he
mo e impo an gi en he ob ious misgi ings o many Eu opean socie ies o accep he
mu lilinguis ic na u e o i s ci izens (Dal on-Pu e , 2007). In he la e case, CLIL plays
a i al ole in he democ a isa ion o ci izen access o mul ilingual acquisi ion (Escoba
U mene a 2009; Escoba U mene a, in his olume; Eu ydice 2006), which, in u n, has
impo an consequences o hei u u e job pe spec i es.
In Lea ning Th ough Ano he Language, a compila ion o he la es ends in
CLIL esea ch, edi ed by C is ina Escoba U mene a and Luci Nussbaum, he socio-
economic and socio-cul u al aims o CLIL eaching a e gi en on and cen e a en ion
h ough he selec ion, o ganiza ion and mul ilingual (Ca alan, Spanish and English)
p esen a ion o he con en . CLIL con en and language objec i es a e also ea ed om
a pa icula angle- he less-widely s udied in eg a ion o subjec and linguis ic lea ning
in CLIL class ooms as opposed o he s udy o each as a sepa a e en i y. Based on
con e ences p esen ed by esea che s and docen s in he in e na ional TRI-CLIL
con e ences o ganized by he Uni e si a Au ònoma de Ba celona (Au onomous
Uni e si y o Ba celona, UAB) be ween he yea s 2007 and 2011, his la es and mos -
welcome addi ion o he g owing ca alogue o books dedica ed o CLIL esea ch is
di ided in o h ee main sec ions which deal wi h he challenges in ol ed in
plu ilinguis ic educa ion (chap e s 1-4), he in eg a ion o con en and language in he
discou se o CLIL class ooms (chap e s 5-7), and he impo ance o eache educa ion
and collabo a ion among subjec specialis s and language expe s on he one hand, and
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in es iga o s and p ac i ione s on he o he , in he success ul implemen a ion o CLIL
p og ammes in he school sys em (chap e s 8-10).
The scope o he opics co e ed anges om he b oades o pe spec i es, such
as he ole o CLIL in plu ilingual educa ion (Cenoz), h ough he class oom pe spec i e
o collabo a ion be ween subjec and linguis ic specialis s (Co s & Clemen e; A nau),
down o he de ailed analysis o mul imodal class oom dialogue in a CLIL lesson
(Moo e & Nussbaum) o he sys emic unc ional analysis o CLIL s uden s’ w i en and
spoken ex s (Whi ake & Llina es).
In he in oduc ion, Escoba d aws pa allels be ween he eaching o subjec
knowledge in a o eign language in oday’s Ca alonian class ooms o he eaching o
cu icula ma e ial in Ca alan in he la e eigh ies ollowing decades in which he
p esence o he au onomous language o Ca alonia in he class ooms was exp essly
p ohibi ed. Al hough an in e na ionalised and globalised economy has al e ed he
mo i a ions o s uden s and eache s in hei choice o languages o p io i ise (Eu ydice
2006; Cenoz in his olume), he poin is made ha mode n-day CLIL p og ammes a e
oo ed in hei p edecesso s h oughou Eu ope. CLIL me hodologies, hen, in he pas
as in he p esen , ha e been u ned o in o de o emedy wha is pe cei ed o be an
insu icien linguis ic capaci y in a speci ic language among la ge sec ions o he
popula ion.
The opening chap e by Cenoz si ua es CLIL as one o many di e en possible
o ms o eaching plu ilinguism. Cenoz begins by desc ibing he p eca ious si ua ion o
a la ge numbe o mino i y languages on he e ge o ex inc ion, compa able, acco ding
o K auss (1992), o ha o he loss o biodi e si y cu en ly decima ing ou plane .
Cenoz goes on o desc ibe he mul ilinguis ic ace o schools all o e he wo ld,
whe he as an acciden al consequence o socio-cul u al ci cums ances o as he in ended
esul o a clea educa ional linguis ic policy whose aim is o p omo e plu ilingual
compe ence among i s pupils in wo o mo e o eign languages o he han he mo he
ongue in conco dance wi h he Eu opean’s Commission’s 2008 s a ed policy goal
(Eu opean Commission 2008. Key Da a on Teaching Languages a School in Eu ope).
Acco ding o Cenoz, plu ilingual compe ence is no he sum o indi idual monolingual
compe encies, bu a he he abili y o indi iduals o adap o he cul u al and social
speci ici ies o in e locu o s as needed in he ebb and low o he con e sa ion.
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To acili a e a compa ison o plu ilingual educa ional p og ammes, Cenoz
p oposes a ‘Con inua o Mul ilingual Educa ion’ (Cenoz 2009). Using h ee dis inc
con inuous scales o cha ac e ize a speci ic p og amme, he ‘con inua’ iden i ies he
linguis ic dis ance be ween he languages s udied, he sociolinguis ic con ex o he
egion, and he con ex o he school. By de e mining he deg ee o ins i u ional
implica ion wi h plu ilinguis ic eali ies, he p ocess o e alua ing and compa ing
p og ammes is made mo e e ec i e, con ibu ing in his manne o he p omo ion o
plu ilinguism h oughou he educa ional sys em.
In chap e 2, Peka ek Doehle ackles one o he mos con en ious issues o FL
eaching – ha o e alua ion. The ins i u ionalised and selec i e na u e o he e alua ion
p ocess which ‘ce i ies’ a FL lea ne ’s p og ess has impo an socio-economic and
socio-cul u al consequences o he indi idual in ques ion, making i essen ial o
c i ically examine he undamen s upon which hese e alua ion c i e ia a e es ablished–
hose being he e y na u e o he concep s o language, cogni ion and linguis ic
compe encies. Peka ek Doehle a gues ha a p econdi ion o he ad ancemen o an
adequa e sys em o FL e alua ion based on he on ological communica i e p ac ices o
speake s is he decons uc ion o long-held, cogni i ely-inspi ed pos ula es o second-
language acquisi ion, such as he use o na i e language compe ence as an idealized
benchma k o de e mining FL lea ne s’ capaci ies o he image o a ‘lonely speake ’
p oducing monologic u e ances ou side he con ex o a social ne wo k. These
p econcep ions en e in o con lic wi h an in e ac i e, dynamic and socio-cul u ally-
embedded unde s anding o dialogue among plu i-compe en speake s and ex ac he
e alua ion p ocess om he social and cul u al si ua ion in which i akes o m.
Gi en he complex, he e ogenic and dynamic na u e o language, language
speake s and he e alua ion p ocess, he au ho p oposes he ecological e alua ion o
discu si e mic ocosms o ac ion (Fasel, Peka ek Doehle y Pochon-Be ge 2009)–such
as he in oduc ion o a na a ion o a disag eemen – in o de o de e mine he quali y o
linguis ic, discu si e and in e ac i e p oduc ion in speci ic social and p ac ical
si ua ions. An ecological pe spec i e would also pe mi a ecalib a ion o global scales
o e alua ion o accoun o indi idual and g oup necessi ies. Howe e , as he au ho
he sel s a es, s udies on he use o mic ocosms o ac ion as in e ac ional ma ke s a e
s ill in a p elimina y s a e and mo e in es iga ion is needed be o e his p oposal can
become a eali y.
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In chap e 3, Gajo’s conce n wi h he in eg a ion o con en and linguis ic
con en in bi/plu lingual classes leads him o p opose a enaming o he ield i sel , he
ac onym KLIL- knowledge and language in eg a ed lea ning- being a mo e accu a e
desc ip ion o he eache ’s building up o he knowledge pa adigm h ough he
o ganized and p og essi e ea men o cu icula con en . A second misnome ea ed
in his chap e is ha o non-linguis ic subjec s (Gajo p oposes non-linguis ic named
subjec s) gi en he impossibili y o concei ing subjec knowledge acquisi ion ou side o
he linguis ic amewo k in which i is encased and de eloped. The ac ha linguis ic
di icul ies a e ea ed mo e equen ly in second language (L2) han in i s language
(L1) cu icula classes can p o e bene icial o s uden s’ subjec -based acquisi ion in
ha a mo e de ained and de ailed ea men o he lexis can con ibu e o he
dedensi ica ion o concep ually-challenging con en . Gajo a gues ha eache o ma ion,
besides p o iding aining in he FL and in he con en o s udy, mus also p epa e
eache s in he speci ic exolingual, bilingual didac ics employed in plu ilingual
class ooms which dis inguish hem om an L2 language o an L1 subjec class.
In chap e 4, Sanma i and Oli e as u n hei a en ion o he de elopmen o
c i ical eading skills among s uden s in science class ooms. Too o en a s uden ’s
in e ac ion wi h a scien i ic ex is limi ed o he sea ch o ac ual in o ma ion o he
summa izing o con en om ex books which do no po ay he social ele ance o
cu en scien i ic issues o he ex en ha nume ous o he sou ces –edi o ials, In e ne ,
documen a ies– may. In his sense, i appea s ha he CLIL eache ’s eliance on non-
ex book sou ces due o he dea h o specially-p epa ed ma e ial is ac ually an
ad an age i s uden s a e subsequen ly equi ed o c i ically analyse he con en ,
in eg a e p io and new knowledge, and apply wha hey ha e lea ned in easoned
opinions. Sanma i and Oli e as p o ide a de ailed heo e ical ou line and an ac i i y-
based case-s udy o assis eache s in de eloping c i ical eading skills in hei s uden s
h ough he use o hough -p o oking ques ions, collabo a i e s uden wo k, and
e lexi e me acogni ion abou he eading p ocess and i s analysis.
The second sec ion o he book en i led ‘The Discou se o CLIL Class ooms’
ocuses on he linguis ic and cu icula aims o CLIL educa ion. This sec ion begins
wi h a chap e by Moo e and Nussbaum abou he u ili y o applying
e hnome hodological, mul imodal con e sa ion analysis (CA), ocussing on he non-
linguis ic and pa a-linguis ic o ms o communica ion as well as he speech ac i sel , o
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he unde s anding o lea ning p ocesses and knowledge acquisi ion in he CLIL
class oom. Al hough CA has played a majo ole in he desc ip ion o social
in e ac ions, i has been used o a much lesse deg ee o explo e cogni ion and lea ning
on accoun o he p esumed indi idualized na u e o hese p ocesses. Si ua ed cogni ion,
none heless, desc ibes lea ning as aking place h ough in e ac ion in speci ic social
con ex s. F om his pe spec i e, CA p o ides bo h a heo e ical amewo k and
me hodological ool o unde s anding he de elopmen o mu ual unde s anding, and
ul ima ely, lea ning, in he in e ac ion o class oom dialogue. Moo e and Nussbaum
demons a e in a numbe o empi ical analysis how CA no ions, such as he sequen ial
na u e o he dialogue o he pa icipan s’ a ying ocus o a en ion, a e essen ial o
unde s anding he in eg a ion o con en and language ma e . Despi e he di icul ies
en ailed in p epa ing me iculous ansc ip s and main aining an emic pe spec i e –i.e
ha pe aining only o he pa icipan s– he me hodology desc ibed in his chap e is a
powe ul ool o ad ancing ou unde s anding o cogni ion and lea ning in CLIL
se ings.
In chap e 6, Dal on-Pu e uses da a om a co pus o CLIL seconda y school
lessons o iden i y he ecu en linguis ic cha ac e is ics o explana ions. Pedagogical
explana ions, i.e. hose which connec new in o ma ion wi h amilia objec s o ac s
(Smi , 2010), a e a he co e o mos lessons and ep esen a speci ic ype o discou se
unc ion. Based on Zyda iss’ (2007) model, he la e akes shape in he o e lapping
domains o he communica ion, con en , and cogni ion pa adigms. The di icul y o
s uden s and eache s (in many cases) o employ L2 discou se unc ions wi h com o
leads o much o he di icul y in CLIL class ooms. Iden i ying he in e nal s uc u es
o explana ions is a i s s ep in unde s anding he p ocess o hei o ma ion, a
necessa y condi ion o eaching and lea ning his s uc u e. Despi e he la ge da a base,
ew examples o ex ended explana ions we e ound, possibly due, in he au ho ’s
opinion, o he use o ansla ion equi alen s in hei s ead. This esul alone seems o
indica e ha CLIL lessons di e in a signi ican manne om con en classes.
A e s udying he co pus o da a, Dal on-Pu e hypo hesizes ha elabo a ions,
such as exposi ions, exempli ica ions and cla i ica ions, a e a he hea o any
explana ion, hough his mus be con i med wi h a b oade da abase. W i e s o speake s
employ a wide a ie y o g amma ical and lexical s uc u es o exp ess he seman ic
ela ions o explana ions. The complexi y o his s uc u e could, in some cases, be
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beyond he L2 linguis ic capaci y o he s uden s, al hough he au ho also belie es ha
he decon ex ualized si ua ion in which o mal explana ions mus be p oduced
combined wi h a lack o linguis ic knowledge on behal o he s uden s and he
di icul y o eache s in eaching he a o explaining esul in he limi ed use o his
s uc u e by CLIL s uden s.
Whi ake and Llina es use Sys emic Func ional Linguis ics (SFL) o in es iga e
CLIL s uden s’ spoken and w i en p oduc ion. The au ho s analyse he o m in which
s uden s communica e subjec con en , hei use o discipline-speci ic discou se
modali y s uc u es, and hei awa eness o audience in a co pus o CLIL geog aphy and
his o y lessons ca ied ou o e a ou -yea pe iod in wo seconda y schools in he
au onomous communi y o Mad id. SFL is based on he wo k o Michael Halliday who
de eloped a de ailed unc ional g amma ics o mode n English showing how
in e pe sonal, idea ional and ex ual meanings a e exp essed h ough linguis ic ea u es
(Halliday 2004). Whi aken and Llina es ind ha he emphasis SFL places on
iden i ying hese ea u es in gen es and egis e s makes i a pa icula ly use ul ool o
s udying con en and language in eg a ion in CLIL class ooms. Compa ing di e en
classes and age g oups, he au ho s ound e idence o s uden discou se adap ing
ea u es o he discipline-speci ic egis e o e ime and o olde s uden s aking on he
ole o e alua o which, in his case, equi ed s uden s o assume a his o ian’s
pe spec i e. They also ound ha he co ec use o modali y is p oblema ic among
CLIL s uden s compa ed wi h hei L1 coun e pa s s udying he same discipline. The
au ho s applied his analysis o eache discou se as well, p o iding examples o eache
ocus on o m and he sca olding o subjec con en .
In he las sec ion o he book comp ising chap e s 8-10, he ocus is on he ole
o he eache and, in pa icula , on he condi ions which mus be es ablished in o de
o a subjec o language eache o success ully ake he jump o become CLIL
p ac i ione s. Fo his jump no o u n in o a blind leap, oppo uni ies o speci ic CLIL
eache p epa a ion comp ising in-se ice aining and u he educa ion need o be
made a ailable. Addi ionally, adminis a i e condi ions mus a ou hese ypes o
p og ammes, and mos impo an ly, a collabo a i e en i onmen mus be es ablished
be ween linguis ic and subjec eache s.
Co s and Clemen e si ua e hei con ibu ion o his olume in his las poin –
speci ically, in he collabo a ion be ween a subjec and language eache in he
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p epa a ion and implemen a ion o a CLIL pilo uni on he uni e si y le el. This
chap e is o g ea u ili y o eache s o all le els who desi e o pu a CLIL p og amme
in o p ac ice bu do no know how o go abou beginning such an endea ou . Planning a
class in CLIL is no jus a ques ion o ansla ing ma e ial om L1 o L2. CLIL use o
lea ne -cen ed me hodologies may ep esen a new way o o ganizing a class oom o
con en eache s wi h a mo e adi ional backg ound. The lexibili y and willingness o
lea n new echniques a e essen ial o he success o CLIL collabo a ion. Co s and
Clemen e desc ibe h ee di e en phases o he planning s age: in he i s place, he
gene al and speci ic goals o he p og amme a e de ined– bo h he linguis ic and he
cu icula ; in he second place, hese goals a e ansla ed in o a didac ic plan and he
speci ic aims o each ac i i y a e de ined; in he hi d place, he eache -s uden
in e ac ion is planned o on a b oad scale in ha he oles ha he con en and he
language eache will play du ing each ac i i y a e de ined. In he las pa o he chap e
he au ho s analyse he in e ac ion in he class oom, wi h a special ocus on ha
be ween he con en and language eache and how his collabo a ion ein o ces hei
s uden -pe cei ed oles as expe s in hei own ield.
A nau’s con ibu ion in chap e 9 exempli ies ano he ype o eache
collabo a ion– ha be ween a social s udies eache , a Ca alan specialis o newly-
a i ed immig an s and an in-se ice ad iso . The aim o his collabo a ion was o
p o ide he con en eache wi h he s a egies and me hodologies necessa y o a end o
he new eali y o immig an di e si y in o dina y class ooms in which he language o
ins uc ion is Ca alan. The inclusion o his chap e in a book dedica ed o CLIL
expe iences is no by any means an o e sigh ; a he , i is an example o he de ini ion
o CLIL p og ammes p oposed by Escoba U mene a (2009 and in his olume): he
eaching and lea ning o cu icula ma e in a ehicula language in which s uden s a e
in he p ocess o de eloping communica i e compe ence.
A nau desc ibes he applica ion o shel e ed subjec ma e ins uc ion in an
ac ion esea ch case-s udy ca ied ou in a s a e-suppo ed high school nea Ba celona.
This ype o ins uc ion consis s o a numbe o echniques, such as he use o
audio isual ma e ial o he modula ion o L2 use by he eache , whose o e all goal is o
ensu e he inclusion o s uden s wi h weak linguis ic skills in he eaching and lea ning
o con en in ha language. A nau gi es a de ailed desc ip ion o he planning,
implemen a ion and e alua ion o a speci ic social s udies uni in he class oom wi h
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speci ic ecommenda ions o imp o e he p ac ice in he u u e. The pa allels be ween
his chap e and i s p edecesso make i clea ha CLIL ins uc ion can bene i om
me hodologies designed o assis he inclusion o he immig an popula ion in o dina y
class ooms and ice- e sa.
The book ends wi h a chap e on CLIL eache aining by Escoba U mene a
which desc ibes h ee axes a ound which his p epa a ion ough o ake place:
collabo a ion be ween linguis ic and subjec specialis s, pa ne ship be ween uni e si ies
and schools, and an in e nship pe iod in a P o essional De elopmen School (PDS) in
which he heo y lea ned is pu in o p ac ice. As men ioned p e iously, Escoba
U mene a has p oposed a new and mo e speci ic de ini ion o CLIL. This lea ne -
cen ed de ini ion equi es ha CLIL p og ammes include posi i e app aisal o he L1,
in eg a ion o con en and language, and explici suppo o he s uden s in hei e o o
unc ion in ano he language (Escoba U men a 2009).
Once he quali y pa ame e s o a CLIL p og amme ha e been de ined, i is
possible o ain eache s in hese me hodologies. The au ho goes on o desc ibe an
inno a i e p og amme in eache aining and a case s udy in a Ca alan seconda y
school which became a PDS o u u e CLIL p ac i ione s. In he i s case, she
desc ibes he pa ne ship es ablished be ween he UAB and public seconda y schools in
o de o o e andem eaching p ac icum in CLIL expe iences o s uden eache s
en olled in his uni e si y’s MA p og amme in o eign language eache aining. The
coope a ion and collabo a ion es ablished be ween all in ol ed– he s uden eache s,
hei uni e si y u o s and hei seconda y school men o s– in he planning, design and
implemen a ion o a CLIL uni make his p og amme unique, especially gi en he ac
ha speci ic aining in CLIL me hodologies is no included in eache aining a any
le el despi e Spain’s o icial backing o hese p og ammes in i s educa ional law o
2006. In he case-s udy, subjec specialis s, language eache s and s uden eache s deal
wi h he logis ical, o ma i e and adminis a i e p oblems in pu ing a CLIL p og am
in o p ac ice. The s udy shows h ough a numbe o con e sa ional e lec ions among
he di e en ac o s abou how a posi i e wo king collabo a ion on all le els needs o be
es ablished o o e come hese di icul ies.
To conclude, i he Eu opean Commission’s socio-economic objec i e o
“p epa ing pupils o li e in a mo e in e na ionalised socie y and o e ing hem be e
job p ospec s on he labou ma ke ” (Eu odyce 2006: 23) is o be me , hen i is essen ial
Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2
(May-June 2011): 96-106. ISSN 2013-6196.