For 2018-2020, the AILA CLIL ReN has focused on 'pedagogy' as research theme, including specific sub-themes that have addressed CLIL as an instructional practice (e.g., CLIL symposium at AFMLTA 2019), CLIL and instructional media (e.g. CLIL, learning technologies and innovation conference, La Tuscia University 2019), and CLIL within multilingual spaces (e.g. CLIL Conference at Sheffield Hallam 2019). This AILA symposium brings into focus the fourth related sub-theme: CLIL and Social Justice. We seek to explore and understand how CLIL might have the potential to contribute to greater equity and access to quality educational provision, with attention to the integrated learning of languages and content. In turn, we would also like to address possible cases of inequity where programs stream students on the basis of their language proficiency and where cognitive and general academic proficiency may also play a role. We understand this aim of social inclusion (or exclusion) broadly, with the potential to include both theoretical and empirical papers that engage with issues of CLIL and class, gender, sexuality, race, cultural and/or linguistic background, and/or special learning needs. Our key point is that CLIL should develop a critical awareness of its impact on its learners and contexts.
For 2018-2020, the AILA CLIL ReN has focused on 'pedagogy' as research theme, including specific sub-themes that have addressed CLIL as an instructional practice (e.g., CLIL symposium at AFMLTA 2019), CLIL and instructional media (e.g. CLIL, learning technologies and innovation conference, La Tuscia University 2019), and CLIL within multilingual spaces (e.g. CLIL Conference at Sheffield Hallam 2019). This AILA symposium brings into focus the fourth related sub-theme: CLIL and Social Justice. We seek to explore and understand how CLIL might have the potential to contribute to greater equity and access to quality educational provision, with attention to the integrated learning of languages and content. In turn, we would also like to address possible cases of inequity where programs stream students on the basis of their language proficiency and where cognitive and general academic proficiency may also play a role. We understand this aim of social inclusion (or exclusion) broadly, with the potential to include both theoretical and empirical papers that engage with issues of CLIL and class, gender, sexuality, race, cultural and/or linguistic background, and/or special learning needs. Our key point is that CLIL should develop a critical awareness of its impact on its learners and contexts.
Room 1 AILA 2021 aila2021@gcb.nl
Rick De Graaff
Xavier Martin-Rubió
Francisco Lorenzo
Natalia Evnitskaya
Ana Llinares
Elisa Ana Hidalgo Mccabe
Kim Bower
Igone ArteagoitiaTechnical Issues?
If you're experiencing playback problems, try adjusting the quality or refreshing the page.
Questions for Speakers?
Use the Q&A tab to submit questions that may be addressed in follow-up sessions.
