Meaning-making, language learning and language using: An integrated approach

Do Coyle*

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingChapter

    2 Citations (Scopus)


    This chapter will focus on how inclusive pedagogic practices can be played out in primary and secondary classrooms where the goal is using languages other than the learners' home language as both the medium and content of learning (i.e. learning to use language and using languages to learn). This requires an approach which is inclusive, flexible and relates to any context both languages and subject classrooms. The focus will be on how using an integrated approach to the curriculum, in which languages are used as a tool for learning, has the potential to be motivating and accessible to very diverse learners. The chapter includes two lessons the primary lesson plan will expand how simple language can be used to develop and enjoy painting and art with young students and the secondary lesson plan will focus on how a visual approach to thematic or cross-disciplinary work, such as natural disasters, can supplement and support deeper understanding of other areas of the curriculum as well as building confidence in communicating in an alternative language.

    Original languageEnglish
    Title of host publicationInclusive Pedagogy Across the Curriculum
    EditorsJoanne M. Deppeler, Tim Loreman, Ron Smith, Lani Florian
    PublisherEmerald Group Publishing Limited
    Number of pages24
    ISBN (Electronic)978-1-78441-647-8
    ISBN (Print)978-1-78441-648-5
    Publication statusPublished - 2015

    Publication series

    NameInternational Perspectives on Inclusive Education
    ISSN (Print)1479-3636


    • CLIL
    • Integrated learning
    • Language using
    • Literacies
    • Meaning-making


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