Multilingual Education

CLIL is a pedagogical approach which has gained traction in different educational and geographical contexts as a key tool in language learning and teaching. After more than 25 years of implementation, we can assert that we have learned a great deal about what CLIL entails. However, it is also true that we still need to contextualise the approach in order to clearly delimit what CLIL has to offer in each setting. This is precisely the aim of this book. This volume focuses on CLIL in South American contexts. It identifies, clarifies and offers insights into issues related to its characterisation and implementation, as well as teacher education. With contributions from a prestigious array of scholars and practitioners from various parts of South America, it also highlights some of the achievements and challenges in the process of implementing CLIL in the region. Against the backdrop of South American contexts, this book aims to provide a useful and innovative lens through which policy makers, researchers and teachers will find significant implications for the development of CLIL.

This book offers an in-depth exploration of the unique landscape of Chinese language learning and teaching in Canada. It is the first to highlight the distinctive features of Chinese language education in the country and to introduce the Canadian approach to teaching and researching Chinese language, termed the „Canadian school of Chinese education.“ This approach, largely unfamiliar to the global academic community, is illuminated in this book, filling a critical gap in the literature and providing a platform for Canadian voices and perspectives in the field.

The book delves into original and under-investigated areas, addressing important issues in Chinese teaching and learning that require more sophisticated research approaches due to advancements in our understanding and the discovery of complex Chinese learner populations. Structured into four sections, the book offers an overview of Chinese language education in Canada, examines comparisons of learning conditions, explores interactive dynamics and communication strategies, and delves into social and cultural dimensions. This book will be invaluable to researchers, instructors, advanced-level undergraduate students, and graduate students in the field of Chinese language learning and teaching.

This book is a revised and updated edition of the first ever monograph wholly dedicated to the systematic linguistic description of Brunei English. Deterding and Salbrina (2013) provided a comprehensive coverage of the history, structural properties (on the levels of pronunciation, grammar, discourse and vocabulary) and social (and educational) settings of Brunei English. After almost a decade, several notable changes have since been observed in the Bruneian variety of English, and this second edition chronicles the ongoing narrative of language change and discusses the current trends in the use of Brunei English. In addition to presenting a contemporaneous account of English in Brunei, this book also incorporates the role of variation within this variety, thereby addressing a limitation of the first edition. The book also provides a discussion on the impact the rise of English has had in the shaping of the Bruneians’ sense of self, and their interactions between and across social groups. Based on the newly acquired data, the book re-assesses Brunei English’s position in the context of Global Englishes .