ABSTRACT
This article is an afterword to the special issue on ‘Assessing CLIL: A multidisciplinary approach'. It provides a conceptual overview of the key approaches and issues in CLIL research addressed in the different articles. Apart from the focus on the comparison of CLIL and non-CLIL students' L2 proficiency in the Belgian context, some of the variables addressed are the focus on different L2s, the longitudinal approach, or the use of a solid corpus of learner language. The different approaches to SLA addressed in the issue (cognitive, attitudinal and linguistic) are also discussed.
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Notes on contributors
Ana Llinares
Ana Llinares is Professor in the English department at the Universidad Autónoma de Madrid (UAM). She coordinates the UAM-CLIL research group (http://www.uam-clil.org) and has published widely on content and language integrated learning at primary and secondary school levels, mainly applying systemic functional linguistic models. She has recently received the senior researcher award from the Spanish Association of Applied Linguistics on the co-edited volume “Applied Linguistics Perspectives on CLIL”, published by John Benjamins.