Psychological Experience of Integrating Content and Language

This book brings together a diverse range of empirical chapters spanning various contexts and educational levels which explore the psychology of teaching and learning a subject through a second or other language. The chapters discuss both the psychological stressors and strains for learners and teachers, as well as the benefits and joys of being involved in such programmes. The studies encompass a range of areas, such as Content and Language Integrated Learning (CLIL), Foreign Language Medium of Instruction (FMI), bilingual education and other related approaches to integrating content and language. They feature a variety of psychological constructs, including identity, self-confidence, motivation, self-concept, teacher and learner beliefs, affect, anxiety, stress, mindsets, attributions and well-being, from the perspectives of both teachers and learners. This book is essential reading for anyone interested in ensuring that teachers and students are properly supported and that their experiences of integrated content and language settings enable them to flourish.

This outstanding volume focusing on the psychologies of teachers and learners is a timely addition to the study of the integration of content and language. The illuminating insights in this collection highlight the importance of psychological experiences and have far-reaching implications for research, professional development and teachers’ practice., This volume puts a genuine and legitimate focus on the emotional rollercoaster teachers ride in Instructed Content and Language (ICL) programs. The lively portraits invite the reader to discover and reflect on the multifaceted, challenging and stimulating aspects of teaching and learning through ICL, confronting beliefs and practices, oscillating identities and expectations, implementation and well-being. A comprehensive and inspiring book., The book’s broad scope makes it a very useful source of information for researchers, policymakers and teacher training courses’ designers. The book may also play a role as a valuable tool for career researchers who want to explore different writing styles as well as become a friendly companion for CLIL and EFL content-rich teachers, both experienced and novice., ...these essays are useful to those interested in incorporating gender issues into their classes in Japan insofar as they offer a good opportunity to glean best CLIL practices contextualized across a world-wide scale. 

Kyle Read Talbot is a language teacher and researcher in Applied Linguistics. His current research and thinking interests include the psychology of language learning and teaching, bilingual and multilingual education, and applied complexity science.  Marie-Theres Gruber works at the Private University College of Teacher Education Graz (KPH Graz). Her teaching and research interests are early foreign language learning, lesson planning and CLIL as well as progressive pedagogies (Jenaplan) and diversity management. She supports schools and individual teachers in initial and implementation phases of primary CLIL instruction and has been involved in different CLIL projects and CLIL in German material development for the Austrian language competence centre (ÖSZ).Rieko Nishida is Associate Professor at Osaka University, Japan. Her research interests include educational psychology of second language learning in the Japanese context. She is especially interested in the influence of motivation and other psychological factors in language learning and also the effects of CLIL among university English learners in Japan.