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date: 19 January 2020

Abstract and Keywords

This chapter presents an overview of Content and Language Integrated Learning (CLIL) policy and practice in Europe to shed light on the neoliberalization and commodification processes involved in the global spread of English. The first part surveys the key issues of CLIL research in Europe by offering a summary of the major trends in policy and practice. The second section advocates for approaching CLIL as policy and practice from an ethnographic, political economy perspective to understand the complex relationships between bilingual language policy, stakeholders’ circulating discourses about bilingualism, and bilingual classroom practices. The third section briefly illustrates the case of bilingual programs in the central-south autonomous community of Castilla–La Mancha, Spain, attending to the social hierarchization processes involved in the implementation of CLIL programs in this region. The chapter’s final section advocates for the need to incorporate the ethnographic turn in future research on CLIL in Europe and beyond.

Keywords: CLIL, bilingual education, neoliberalism, ethnography, language policy

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