Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI Approaches Edited by María Luisa Carrió-Pastor and Begoña Bellés-Fortuño
Main Article Content
Around the globe, various instructional settings and disciplines of studies are using English as a lingua franca for educational purposes, even though it is not the first language of all participants. Against this backdrop, Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI) have gained widespread currency in multilingual socio-educational contexts, the implementation of which is not only a promise of satisfactory learning outcomes but also a way to pursue internationalization. In order to establish the extent to which these two methodologies promote learning of various sorts, the academia is appealing for a more systematic comparison of CLIL and EMI (Pecorari, 2020). To this end, the current book, Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI Approaches, serves as an insightful update to the field on the topic, linking state-of-the-art theories with empirical findings.
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