International Journal of
English and Literature

  • Abbreviation: Int. J. English Lit.
  • Language: English
  • ISSN: 2141-2626
  • DOI: 10.5897/IJEL
  • Start Year: 2010
  • Published Articles: 266

Full Length Research Paper

Exploring Content and Language Integrated Learning (CLIL) teaching materials in Chinese universities: teachers’ and students’ perceptions and reflections

Yining Cao
  • Yining Cao
  • Language Studies Department, School of Foreign Languages, Jiangsu University of Science and Technology, Zhenjiang, Jiangsu, China.
  • Google Scholar


  •  Received: 09 May 2021
  •  Accepted: 24 June 2021
  •  Published: 31 August 2021

References

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Banegas DL (2012). CLIL teacher development: Challenges and experiences. Latin American Journal of Content and Language Integrated Learning 5(1):46-56.
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Banegas DL (2014). An investigation into CLIL-related sections of EFL coursebooks: Issues of CLIL inclusion in the publishing market. International Journal of Bilingual Education and Bilingualism 17(3):345-359.
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Banegas DL (2017). Teacher developed materials for CLIL: Frameworks, sources, and activities. Asian EFL Journal 19(3):31-48.

 
 

Bonnet A (2012). Towards an evidence base for CLIL: How to integrate qualitative and quantitative as well as process, product and participant perspectives in CLIL research. International CLIL Research Journal 1(4):66-78.

 
 

Bovellan E (2014). Teachers' beliefs about learning and language as reflected in their views of teaching materials for Content and Language Integrated Learning (CLIL). Jyväskylä Studies in humanities P 231.

 
 

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Cai JG (2013b). Impact that Subject-based English and its teaching materials have on the development of ESP in mainland China. Foreign Language and Their Teaching 000(002):1-4.

 
 

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Cammarata L (2009). Negotiating curricular transitions: Foreign language teachers' learning experience with content-based instruction. Canadian Modern Language Review 65(4):559-585.
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Corbin J, Strauss A (2008). Strategies for qualitative data analysis. Basics of Qualitative Research. Techniques and procedures for developing grounded theory P 3.
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Coyle D (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism 10(5):543-562.
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Coyle D (2009). Promoting cultural diversity through intercultural understanding: A case study of CLIL teacher professional development at in-service and pre-service levels. In: Content and language integrated learning: Cultural diversity. Peter Lang pp. 105-124.

 
 

Coyle D, Hood P, Marsh D (2010). Content and language integrated learning. Ernst Klett Sprachen.

 
 

Cummins J (2008). BICS and CALP: Empirical and theoretical status of the distinction. Encyclopedia of Language and Education 2(2):71-83.

 
 

Del Pozo MÁM, Estébanez DR (2015). Textbooks for Content and Language Integrated Learning: policy, market and appropriate didactics? Foro de Educación 13(18):123-141.
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Gómez Ramos JL, Palazón Fernández JL, Lirio Castro J, Gómez-Barreto IM (2020). CLIL: graphic organisers and concept maps for noun identification within bilingual primary education natural science subject textbooks. International Journal of Bilingual Education and Bilingualism pp. 1-12.
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Ioannou GS (2012). Reviewing the puzzle of CLIL. ELT Journal 66(4):495-504.
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Jiqing X (2019). A Review of the Development of Academic English in China in the Past Ten Years: Based on Comparison with Related International theses. Journal of PLA University of Foreign Languages 42(3):64-72.

 
 

Kelly K (2014). Ingredients for successful CLIL. British Council, Teaching English. Retrieved 2nd September.

 
 

Liao LC (2019). A Study on the Curriculum Design and Implementation of EAP Courses in Chinese Universities. Journal of PLA University of Foreign Languages P 3.

 
 

Llinares A, Evnitskaya N (2020). Classroom Interaction in CLIL Programs: Offering Opportunities or Fostering Inequalities? TESOL Quarterly.
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Medina BL (2016). Developing a CLIL textbook evaluation checklist. Latin American Journal of Content and Language Integrated Learning 9(1).
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Mehisto P, Asser H (2007). Stakeholder perspectives: CLIL programme management in Estonia. International Journal of Bilingual Education and Bilingualism 10(5):683-701.
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Mehisto P (2012). Criteria for Producing CLIL Learning Material. Online Submission.

 
 

Meyer JW, Bromley P, Ramirez FO (2010). Human rights in social science textbooks: cross-national analyses, 1970-2008. Sociology of Education 83(2):111-134.
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Möller V (2017). Language acquisition in CLIL and non-CLIL settings: Learner corpus and experimental evidence on passive constructions (Vol. 80). John Benjamins Publishing Company.
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Morton T (2013). Critically evaluating materials for CLIL: Practitioners' practices and perspectives. In Critical perspectives on language teaching materials. Palgrave Macmillan, London, pp 111-136.
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Morton T (2020). Cognitive discourse functions: A bridge between content, literacy and language for teaching and assessment in CLIL. CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education 3(1):7-17.
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Nikula T, Dafouz E, Moore P, Smit U (2016). Conceptualising integration in CLIL and multilingual education. Multilingual Matters.
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Peyró MCR, Herrero EC, Llamas E (2020). Thinking skills in Primary Education: An Analysis of CLIL Textbooks in Spain. Porta Linguarum: Revista Internacional De Didáctica De Las Lenguas Extranjeras (33):183-200.

 
 

Tomlinson B (2012). Materials development. The Encyclopedia of Applied Linguistics pp. 1-7.
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Wen QF (2019). Foreign Language Teaching Theories in China in the Past 70 Years. Foreign Language in China. P.5

 
 

Xin JQ (2019). A Review of the Development of Academic English in China in the Past Ten Years: Based on Comparison with Related International theses. Journal of PLA University of Foreign Languages 42(3):64-72.

 
 

Yang WH (2019a). Developing tertiary level clil learners'intercultural awareness with a self-produced coursebook integrating content and language. Journal of Teaching English for Specific and Academic Purposes pp. 329-347.
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Yang W (2019b). Evaluating contextualized content and language integrated learning materials at tertiary level. Latin American Journal of Content and Language Integrated Learning 11(2).
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Zhao YQ, Chang JY, Liu ZH (2020). Localization of Content and Language Integrated Instruction at the Universities in China. Foreign Languages in China P 5.