Información General

• Autores: Chantal Hemmi (ed. lit.), Darío Luis Banegas (ed. lit.)
• Editores: Palgrave Macmillan Suiza
• Año de publicación: 2021
• Colecciones: International Perspectives on English Language Teaching
• País: Suiza
• Idioma: inglés
• ISBN: 978-3-030-70094-2, 978-3-030-70095-9
• Texto completo no disponible (Saber más ...)

Reseñas

• 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.

    Yu-Fang Yang

    Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, págs. 313-314

Resumen

• 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.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • CLIL Practices

    • Authenticity and Motivation in CLIL: Creating a Meaningful Purpose by Experiencing the Language in Use

      Richard Pinner

      págs. 23-41

      

    • Assessing Students’ Learning of History Content in Spanish CLIL Programmes: A Content and Language Integrated Perspective

      Elena del Pozo Manzano, Ana Llinares

      págs. 43-61

      

    • Current Practice and Challenges of Assessment in CLIL in a Japanese University Context

      Takanori Sato, Katsuya Yokomoto, Graham Mackenzie

      págs. 63-84

      

    • Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia

      Edgar Garzón-Díaz

      págs. 85-106

      

    • The Role of the Essential Question in Eliciting Critical Thinking in CLIL Classes at a Japanese University

      Hiroko Arikawa, Emi Fukasawa, Chantal Hemmi

      págs. 107-127

      

    • Developing Intercultural Competence: A Comparison of CLIL and Language Majors Before and After Industrial Placements

      Wenhsien Yang

      págs. 129-148

      

  • CLIL Professional Development and Awareness

    • The Role of CLIL in Learning About TESOL: Reflections from an Australian Master of TESOL Course

      Marianne Turner

      págs. 151-169

      

    • CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts

      María Luisa Pérez Cañado

      págs. 171-191

      

    • Top-Down and Bottom-Up CLIL Teacher Development: Lessons Learned from Austrian In-Service CLIL Teacher CPD

      Andreas Bärnthaler, Keith Kelly

      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

      Margo DelliCarpini

      págs. 217-237

      

    • Language-Driven CLIL in Primary Education: An Analysis of General English Coursebooks in Argentina

      Darío Luis Banegas

      págs. 239-258

      

    • Sistemas Educacionais (SE) and CLIL Developments in Brazil: From Promises to Prospects

      Julia Landau, Raul Albuquerque Paraná, Sávio Siqueira

      págs. 259-279

      

    • CLIL: Present and Future

      Darío Luis Banegas, Chantal Hemmi

      págs. 281-295