CLIL experiences in secondary and tertiary education [electronic resource] : in search of good practices / David Lasagabaster and Aintzane Doiz (eds).
- 其他作者：
- 其他題名：
- Linguistic insights : studies in language and communication ;
- 出版： Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften 2016.
- 叢書名： Linguistic insights : studies in language and communication ;v.216
- 主題： Language arts (Secondary) , Language arts--Correlation with content subjects. , Language arts (Higher)--Correlation with content subjects. , English language--Study and teaching (Secondary) , English language--Study and teaching (Higher)
- ISBN： 9783035109290 (electronic bk.) 、 9783034321044 (paper)
- URL：
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- 一般註：Includes bibliographical references. Contents: Do Coyle: Introduction - Jon Ander Merino: Non-Linguistic content in CLIL: Is its learning diminished? - Susana Gomez: CLIL in secondary education: Opportunity and challenge for everyone - Juan Manuel Sierra: Cooperative projects in a CLIL course: What do students think? - Marta Kopinska: Motivational drive of technology-based 'weak' version of CLIL - Aintzane Doiz/David Lasagabaster: The motivational self system in English-medium instruction at university - Pilar Sagasta/Nagore Ipina: Teacher educators growing together in a professional learning community: Analysing CLIL units of work implemented in Teacher Education - Begona Pedrosa: New learning scenarios in a higher education CLIL setting: Towards new methodological models for language education programmes - David Lasagabaster: Translanguaging in ESL and content-based teaching: Is it valued?
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讀者標籤：
- 系統號： 000291468 | 機讀編目格式
館藏資訊
This volume provides a shared context for surfacing deeply held beliefs and providing clearer pathways for closer understanding and adaptations to support integrated learning. The studies in each of the eight chapters are built on an in-depth critical review of research which enables the reader to carefully position the challenging questions posed.
摘要註
This volume clearly documenting research into CLIL and EMI settings is welcome and timely. A range of researchers rise to the challenge of providing deeper understanding and interpretations of key issues in ways which enable readers to adapt the approaches and ideas to inform their own practices. The nature of integration underpins each chapter and each study in creative, relevant ways at different levels. Bringing together educationalists, linguists and subject specialists provides a shared context for surfacing deeply held beliefs and providing clearer pathways for closer understanding and adaptations to define, refine and support integrated learning. Moreover, integrating theoretical perspectives and research methods is also a feature of the volume which not only informs classroom practices but also goes further into the motivations which operationalize and underpin current drives towards internationalization in universities. The studies in each of the eight chapters in the volume are usefully built on an in-depth critical review of research in the field which enables the reader to carefully position the research and the challenging questions posed. (Do Coyle, University of Aberdeen)