Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences

- Blurb -

This book is directed at both researchers and teachers with an interest to establish a multilingual and cosmopolitan culture within classrooms; it contributes to research in Content and Language Integrated Learning (CLIL) on multiple levels. The theoretical part sketches a conceptual framework with a competence model for the promotion of global discourse competence as the center of gravity for multilingual CLIL in the social sciences. Along the leitmotif of climate change, the construction of ' cosmopolitan classroom glocalities' for supporting learners' 21st century skills is suggested. Besides defending design-based action research as a research method for bridging the gap between theory and practice, two empirical contributions from a German 10th grade CLIL classroom with English as target language make the preceding theoretical framework tangible. One chapter deals with more language-related issues, whereas the subsequent chapter takes a subject turn. At first, a comprehensive model for multilingual CLIL is presented. It builds on the novel concept of translanguaging, adapted to ' trans-foreign-languaging' for facilitating multilingualism as a daily norm. Thereafter, the model' s effect on political judgments is investigated. This chapter concludes in proposing the genesis of a ' perfect equilibrium of emotional and rational learning' for promoting empathy, solidarity, and justice within a democratic and transnational civil society.