Genre-based curricula: multilingual academic literacy in content and language integrated learning

This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language organisation in CLIL education based on genres resulting in a multilingual genre map across the curriculum. The feasibility of this model was proven in the author's national context in an attempt to improve language competence levels. The study provides a revision of the language theory in CLIL classroom practice that sits ill with traditional structural formalism and is better served through multilingual genre-based, functional semiotic models. Textual examples and genres will come from the area of History. Keywords: genresmultilingual educationliteracyCLILlanguage across the curriculumlanguage in history Acknowledgements This article was done under the auspices of the ConCLIL project funded by the Academy of Finland. We want to express our gratitude to Prof. Tarja Nikula at the Center of Applied Language Studies (University of Jyväskylä) for her leadership in this project. We also want to thank the two anonymous reviewers for their insightful comments and Yolanda Ruiz de Zarobe for her assistance and advice as the guest editor of this issue.