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The Development of Swedish Receptive Vocabulary in CLIL: A Multilingual Perspective

Chapter in book
Authors Sofie Johansson
Inger Lindberg
Published in Investigating content and language integrated learning : insights from Swedish high schools / edited by Liss Kerstin Sylvén.
Pages 236-258
ISBN 978-1-78892-240-1
Publisher Multilingual Matters
Place of publication Bristol. UK
Publication year 2019
Published at Department of Swedish
Pages 236-258
Language en
Links https://doi.org/10.21832/9781788922...
Subject categories Bilingualism, Swedish language, English language, Learning, International education, Linguistics

Abstract

The fact that parallel English and Swedish data were collected on two consecutive occasions in the CLISS project offers a unique opportunity to compare the effects of CLIL in terms of English as well as Swedish language development on a longitudinal basis. A substantial proportion of the students taking part in the CLISS project were second language (L2) speakers of Swedish, which from a multilingual perspective makes such comparisons even more interesting. This chapter concerns vocabulary development with a special focus on L2 Swedish students in CLIL. Before turning to the field of L2 vocabulary development and the actual study, we will give a brief background of English in multilingual Sweden, the recently adopted Swedish Language Act, and multilingual students in CLIL.

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