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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Thematic-Pattern-Based "Concept + Language Mapping" (CLM): Content and Language Integration in a Transdisciplinary Perspective

Thematic-Pattern-Based "Concept + Language Mapping" (CLM): Content and Language Integration in a Transdisciplinary Perspective

He, Peichang

Hardcover

Series: Routledge Language and Content Integrated Teaching & Plurilingual Education

General ReferenceBilingual EducationTeaching Instruction

ISBN10: 1032489421
ISBN13: 9781032489421
Publisher: Routledge
Published: May 19 2025
Pages: 220
Weight: 1.12
Height: 0.56 Width: 6.14 Depth: 9.21
Language: English

This book explores the issue of integration in content and language integrated learning (CLIL), and addresses the need for effective content and language integration by proposing the thematic-pattern-based Concept+Language Mapping (CLM) approach.

Peichang He explores effective integration of content and language learning during the instruction of content subjects using students' additional language as the medium of instruction. The volume introduces the contextual background of a large-scale school-university collaboration CLIL research project and builds the conceptual framework of a thematic-pattern-based CLM pedagogy by drawing on the language-based theory of learning (Halliday, 1993), the construct of thematic patterns (Lemke, 1990), and the recent development of genre-based pedagogy (Lin, 2016; Rose & Martin, 2012). The research probes the design of thematic-pattern-based CLM teaching resources and examines the impact of the CLM pedagogy on students' development of language and content knowledge during their learning of different junior and senior English Medium Instructed subjects. The author enhances the conceptual framework based on the ongoing research findings and the burgeoning literature on translanguaging practice (García & Li, 2014; Lemke & Lin, 2022; Lin, 2019) and proposes a trans-disciplinary plurilingual thematic-pattern-based CLM approach. The book concludes with a discussion on some promising future research orientations including a transdisciplinary plurilingual thematic-pattern-based CLM approach for CLIL sustainability, catering for learner diversity in CLIL, and teacher professional development in thematic-pattern-based CLM practice. The book shows readers the design of CLM materials and activities which are demonstrated through classroom interactions in lessons of different subjects and grades for students of diverse cognitive abilities and linguistic backgrounds.

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