Ha sido reseñado en:
International Perspectives on CLIL. Hemmi, C., & Banegas, D. L. (Ed.) (2021). Palgrave, Cham, 300 pages, ISBN: 978-3-030-70094-2.
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, págs. 313-314
This edited book offers culturally-situated, critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings, showcasing authentic examples of how CLIL can be applied to different educational levels from primary to tertiary. The contributors offer a research-based, critical view of CLIL opportunities, challenges and implications in the following areas: teacher education, continuing professional development, assessment, teacher-student dialogue, translanguaging, coursebooks, bilingual education, authenticity, language development and thinking skills. This wide-ranging volume will appeal to students and scholars of English Language Teaching (ELT), language policy and planning, bi- and multilingualism, and applied linguistics more broadly.
Authenticity and Motivation in CLIL: Creating a Meaningful Purpose by Experiencing the Language in Use
págs. 23-41
Assessing Students’ Learning of History Content in Spanish CLIL Programmes: A Content and Language Integrated Perspective
págs. 43-61
págs. 63-84
Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia
págs. 85-106
págs. 107-127
Developing Intercultural Competence: A Comparison of CLIL and Language Majors Before and After Industrial Placements
págs. 129-148
The Role of CLIL in Learning About TESOL: Reflections from an Australian Master of TESOL Course
págs. 151-169
CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts
págs. 171-191
Top-Down and Bottom-Up CLIL Teacher Development: Lessons Learned from Austrian In-Service CLIL Teacher CPD
págs. 193-216
Developing the C in Content and Language Integrated Learning: Teacher Preparation That Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training
págs. 217-237
Language-Driven CLIL in Primary Education: An Analysis of General English Coursebooks in Argentina
págs. 239-258
Sistemas Educacionais (SE) and CLIL Developments in Brazil: From Promises to Prospects
págs. 259-279
CLIL: Present and Future
págs. 281-295
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