Description

Research into lexical patterning and frequency has grown apace in recent years, largely due to developments in computer software that have enabled the ready processing of extremely large banks of linguistic data. The insights that are emerging from this research have profound implications for content and language integrated learning. In this paper, we explore how a principled and corpus-informed approach to vocabulary learning can be integrated into the CLIL framework. In particular, we attempt to find answers to the perennial questions of what types of vocabulary CLIL practitioners should be teaching, in what order they should introduce it, and what kind of approaches to the teaching and learning of vocabulary might best lay the groundwork for success in the CLIL environment.