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Darío Luis Banegas, Yolanda Ruiz de Zarobe*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract / Description of output

In this chapter, we discuss two statements conceived as provocations: (1) A situated CLIL approach can only be if it is rooted in situated (language) teacher education; and (2) The role of culture in CLIL could be harnessed by adopting a social justice perspective. We use these provocations to take stock of the key insights and lessons learnt included in the contributors’ chapters, as well as imagine the future of CLIL research, policy, and practice in South America.

Original languageEnglish
Title of host publicationMultilingual Education
EditorsYolanda Ruiz de Zarobe, Darío Luis Banegas
PublisherSpringer Science and Business Media B.V.
Pages225-229
Number of pages5
ISBN (Electronic)9783031529863
ISBN (Print)9783031529856
DOIs
Publication statusE-pub ahead of print - 20 Mar 2024

Publication series

NameMultilingual Education
Volume46
ISSN (Print)2213-3208
ISSN (Electronic)2213-3216

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