Content and Language Integrated Learning in South America

Foreword.- Introduction; Yolanda Ruiz de Zarobe and Darío Banegas.- PART I: Characterization and implementation of CLIL in South America.- CLIL in Argentina: The development of academic vocabulary using a CLIL approach in a literature module in an English  language teacher education programme; Marianela Cabral Bettitelli; Celeste Cortés; María Fernanda Piva and María Aurelia Velázquez.- Implementing a CLIL-driven, CLIL-focused course for student-teachers in tertiary education in Brazil; Raul Albuquerque Paraná.- CLIL in Brazil: Revisiting CLIL through critical lens; Antonieta Megale and Fernanda Liberali.- CLIL in Colombia; Conor Keogh, Kathleen A. Corrales and Paige M. Poole.- The reality of CLIL in public schools in Ecuador; Tammy Mercedes Fajardo-Dack; Mónica Patricia Abad Célleri; Juanita Catalina Argudo Serrano and Homero Patricio Cabrera-Tenecea.- Implementing CLIL in Uruguay: Challenges, contradictions and opportunities; Gabriel Díaz Maggioli.- PART II: Teacher education.- CLIL and teacher education in Argentina; María Gimena San Martín.- Desvendando CLIL no Brasil: Course participants' experiences of an online CLIL teacher education programme in the pandemic; Julia Landau, Raul Albuquerque Paraná and María Luisa Pérez Cañado.-  Learning R2L approach to teach CLIL: An action research study in initial teacher education programme in Chile; Malba Barahona and Jing Hao.- Teacher education and CLIL in Colombia; Liliana Cuesta Medina and Yolanda Ruiz de Zarobe.- Are Ecuadorian universities preparing EFL teachers for CLIL? Sacred vs. secret stories; Tammy Mercedes Fajardo-Dack; Mónica Patricia Abad Célleri and Juanita Catalina Argudo Serrano.- Becoming a CLIL teacher: Exploring the voices of Uruguayan teachers in preparation; Gabriel Díaz Maggioli and Patricia Carabelli Mari.- Conclusions: Future trends and

Dr. Yolanda Ruiz de Zarobe is Full Professor in English Linguistics at the University of the Basque Country, UPV/EHU in Spain. Her research interests are in the acquisition of English as a third language, multilingualism and Content and Language Integrated Learning (CLIL). Her work has appeared in books, edited books and international journals. She is leading research projects on CLIL, third language acquisition and multilingualism. She has given invited talks and keynote speeches at universities and conferences in Europe, the USA and Asia.    
Dr. Dario Luis Banegas is Lecturer in Language Education at Moray House School of Education and Sport, University of Edinburgh. His main area of expertise is pre-service/initial language teacher education particularly in relation to curriculum development, content and language integrated learning (CLIL), and inclusive and socially just language teaching. He has carried out consultancy work for universities in Argentina, Colombia, Ecuador, and Spain.