Información General

• Autores: Alba Graziano (ed. lit.), Barbara Turchetta (ed. lit.), Fausto Benedetti (ed. lit.), Letizia Cinganotto (ed. lit.)
• Editores: Cambridge Scholars Publishing
• Año de publicación: 2021
• País: Reino Unido
• Idioma: inglés
• ISBN: 978-1-5275-6855-6
• Texto completo no disponible (Saber más ...)

Resumen

• Widely spread all over Europe and the world, Content and Language Integrated Learning (CLIL) is the subject of great, interest as the ultimate frontier of linguistic and pedagogical research. It impinges on the general cognitive processes involved in learning, on language acquisition and on the development of digital competencies. This volume attests to the spreading of the new “CLIL literacy” in the frame of pluriliteracies, and derives theoretical reflections from case studies and experiential reports, thus addressing both academic and school instructors. It combines research from international CLIL experts with the critical perspectives of academics not directly involved in its instruction.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Section I: CLIL Language

    • The Content of CLIL and Beyond: Classifying Typologiesof Microlanguages for Teaching and Learning Purposes

      Matteo Santipolo

      págs. 18-28

      

    • Designing CLIL Teaching Activities: The Impact of Corpus AnalysisSoftware on the Study and Teaching of Specialised English Lexiconand Language Patterning

      Fabio Ciambella, Valentina Piunno

      págs. 29-57

      

    • Language Resources for the Expression of Content in CLIL: Students’ Use of Clause Complexes

      Ana Llinares, Andrea Navarro Sanz

      págs. 58-79

      

    • Content and Language Integrated Learning in an ELF-aware Perspective

      Lucilla Lopriore

      págs. 80-98

      

  • Section II: CLIL Learning Technologies

    • Technology-supported Learning and CLIL

      Alessandra Fazio

      págs. 100-111

      

    • “Projectile Motion”: A Physics Unit in CLIL with Technologies

      Ornella Fioravante, Alison Hayman

      págs. 112-123

      

    • Technology Enhances CLIL Model United Nations Preparationand Simulations

      Lori Zenuk Nishide, Michael Hollenback, Donna Tatsuki

      págs. 124-140

      

    • Developing CLIL Competences through an Online Postgraduate Course: IUL University Teaching Model

      Letizia Cinganotto, Fausto Benedetti

      págs. 141-159

      

  • Section III: CLIL Teaching Innovation

    • Teaching through English as an Additional Language: Self-assessment of Competences

      David Marsh, Letizia Cinganotto

      págs. 160-177

      

    • Teaching History and English Literature at Lower Secondary School through CLIL: A Classroom Case Study

      Maria Elisa Montironi, Manuel Pace

      págs. 178-186

      

    • The Value of Task-based Learning in CLIL

      Magdalena Jiménez Naharro

      págs. 187-204

      

    • ELF, MUN, & TIGs: Three Realities in a CLIL Context

      Marina Morbiducci, Donna Tatsuki

      págs. 205-219

      

  • Finale

    • CLIL/EMILE: The Good, the Bad and the Future in a Global Context

      Gisella Langé

      págs. 220-246