Critical Thinking and Creativity in Content and Language Integrated Learning by Hemmi, Chantal; Sato, Takanori;

Short description:

This volume addresses the theory and practice of Critical Thinking and Creativity (CT&C) in the context of Content and Language Integrated Learning (CLIL) by presenting how it is applied to cultivate these two important elements, CT&C, in education in different parts of the world.

Long description:

This volume addresses the theory and practice of Critical Thinking and Creativity (CT&C) in the context of Content and Language Integrated Learning (CLIL) by presenting how it is applied to cultivate these two important elements, CT&C, in education in different parts of the world.

The chapters present original research on CT&C from a variety of countries including Argentina, Italy, Japan, Spain, Taiwan and USA, and covers different educational levels such as primary, secondary and university. Providing varying perspectives on theory and practice, this book focuses on the challenge of embedding CT and integrating CT&C in our practice through the processes and end-products of a dual-focused education. The book consists of three parts: critical thinking in CLIL, creativity in CLIL, and critical thinking and creativity in CLIL. The chapters consist of empirical research and theoretical perspectives, and explores CLIL’s potential to foster students’ CT&C. 

This volume offers a good balance of internationally recognised and up-and-coming researchers. The book will be of interest to researchers and graduate school students in the fields of TESOL, Applied Linguistics and Education, as well as initial training students aiming to become teachers of subjects or language, and CLIL.

Table of Contents:

 1. CLIL as an active agent in critical thinking and creativity Chantal Hemmi and Takanori Sato 2. Co-construction of knowledge through critical evaluation and elaboration in CLIL group-work activities

Emi Fukasawa, Hiroko Aikawa, and Chantal Hemmi

3. CLIL Students’ Language Complexity and Critical Thinking: A Comparative Study between Students in Different Bilingual Modalities and Socioeconomic Areas

Marta González-Romero and Ana Llinares

4. Assessment of Critical Thinking in CLIL: Assessment Criteria for Critical Thinking in Research-based Argumentative Essays

Takanori Sato

5. Students’ Development of Critical Thinking through Project-based Learning in a Bilingual Education Context

Rosa Sánchez-García and Víctor Pavón-Vázquez 

6. Positioning Creativity, Accuracy and Precision Within STEM CLIL Learning-Spaces

Y.L. Teresa Ting

7. Fostering critical thinking and creativity with the Cognitive Discourse Functions of evaluate and explore in secondary CLIL science

Pilar Gerns, Louisa Mortimore, and Tom Morton

8. Developing critical thinking and creativity in emerging English language learners through CLIL

Chia-Ling Kao and Yuen Yi Lo

9. Scaffolding Deeper Thinking in CLIL Classrooms: CLIL Teachers’ Views on Creative and Critical Thinking Development

Juan de Dios Martínez Agudo

10. The Promise of Design Thinking: Enhancing Creativity in CLIL Settings

Leonor María Martínez Serrano

11. Actualising student creation of the end product through COIL

Chantal Hemmi and Enika D Banerjee

12. Fostering Creativity in a CLIL Didactic Sequence on “Food Chains”

Gabriela N. Tavella and Dandan Chen

13. Critical Thinking and Creativity: Moving Forward into the Future

Takanori Sato and Chantal Hemmi