The teaching of language across the curriculum has become widespread in English-speaking countries where migrants and international students of varying levels of English language proficiency have been increasingly integrated into the mainstream curriculum. Over the last few decades, this focus on integration has been mirrored in the rise of content and language integrated learning (CLIL) in Europe, where the target language is often English. In this chapter, I will explore the issues around teachers’ knowledge about language (KAL) across the curriculum in the contexts of English as an additional language (EAL) in English-speaking countries and CLIL in Europe. There are some similarities between the contexts, as well as important differences, and both will be discussed in relation to knowledge about language. The issues that will be covered are: 1) situated, functional language; 2) scaffolding as social interaction; 3) teacher collaboration; 4) linguistic repertoire and 5) teacher education. Throughout the chapter, the significance of each issue will be discussed in relation to EAL in mainstream settings and to CLIL models in Europe where CLIL classes are taught by content-area teachers and students also attend English language classes.
|Title of host publication||The Routledge Handbook of Language Education Curriculum Design|
|Editors||Peter Mickan, Ilona Wallace|
|Place of Publication||New York NY USA|
|Number of pages||16|
|Publication status||Published - 2020|