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This title discusses the concept of learner autonomy in Content and Language Integrated Learning (CLIL). While the language learning benefits of CLIL are well-documented, the author shows that there may be hidden problems in CLIL settings in the area of learner autonomy. The book raises awareness for these problems and shows possible solutions.

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In Content and Language Integrated Learning (CLIL), content and language learning proceed in parallel, the one supporting the other. CLIL has spread widely and has attracted a large number of studies. While most of these studies have focused on the language benefits of CLIL, this book focuses on both language and subject achievement. Against the background of autonomy theory and motivation, the author investigates to what extent learners at different proficiency levels are able to work in self-directed ways in CLIL settings.

The analysis of data obtained from CLIL learners and teachers shows that the majority of participants do not see this integration as problematic, while data concerning student achievement point in a different direction. While results are positive concerning motivation and self-perception of achievement for both beginning and more advanced CLIL learners, this positive picture is not confirmed by performance data in the area of self-directed learning.

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CLIL: between subject and language learning
Learner autonomy in language and subject learning
Integrating autonomy into CLIL: opportunity or problem area?
Integrating autonomy into CLIL: the relevance of student motivation
Design of the empirical study
Results
Discussion of study results
Implications for CLIL practice and outlook

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Dr Frank Maschmeier supervises probationary teachers at the graduate teacher training centre (ZFsL) in Detmold, Germany. Before that, he was a researcher at the University of Bielefeld, Germany. He continues to teach English, biology and biology CLIL at secondary and upper secondary level.

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