The empowerment of the learner to cope with changes and challenges brought about by MetaCapitalism is discussed in two classroom research projects. The University of Hanover project deals with subjective theories of teachers and learners on portfolio (self-) assessment at the tertiary level of language learning, which should be seen against the background of the European Language Portfolio. The overall evaluation is positive and recommends the portfolio as a tool to bridge learning, teaching and assessment. The University of Wollongong project (Australia) reveals culture-specific aspects and...

Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism in Europe by teaching various school subjects in an additional language. The practices used, however, vary considerably. Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning, language learning and skill development in task-based learning settings, with a strong focus on interaction in different curricular contexts (primary and secondary school and CLIL teacher education at university) and at various levels of proficiency...