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Extramural English in relation to CLIL: Focus on young language learners in Sweden

Kapitel i bok
Författare Liss Kerstin Sylvén
Pia Sundqvist
Publicerad i CLIL in action. Voices from the classroom
Sidor 47-63
ISBN 978-1-4438-7557-8
Förlag Cambridge Scholars Publishing
Förlagsort Newcastle upon Tyne
Publiceringsår 2015
Publicerad vid Institutionen för pedagogik och specialpedagogik
Sidor 47-63
Språk en
Ämnesord Extramural English; CLIL; young learners
Ämneskategorier Engelska språket, Lärande

Sammanfattning

Foreign languages can be learned formally, i.e., in educational settings, or informally, i.e., in extramural (out-of-school) contexts. A particular type of formal language instruction is Content and Language Integrated Learning (CLIL). In CLIL, any language can be used as the medium of instruction but, throughout Europe, English is by far the most common one (see, e.g., Sylvén 2004/2010). In the present chapter, when we speak of CLIL, it is CLIL through the medium of English. As for a definition of CLIL, it has been claimed to be “a dual-focus approach in which an additional language is used for the learning and teaching of both content and language” (Marsh et al. 2010); thus, CLIL is clearly linked to instruction in a school context. In contrast, extramural English is not connected at all with formal instruction. The term was first introduced in Sundqvist (2009) and refers to the learning of English outside school, even though, the author stresses, there might be no deliberate intention on the part of the learner to actually learn the language. In a country like Sweden, where the present study was conducted, there is a great influx of English in virtually all domains of society, something which makes extramural English activities such as watching TV/films, reading, listening to music, using the Internet, and playing computer games potentially important sources for language learning.

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