Curriculum integrated language teaching CLIL in practice
Foreword / Diane J. Tedick -- Preface -- Acknowledgement -- Part I. The educational context for CLIL: 1. CLIL in multilingual and English-background contexts: expanding the potential of content and language integrated pedagogies for mainstream learning / Kim Bower, Russell Cross and Do Coyle -- 2. H...
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| Format: | UnknownFormat |
| Sprache: | eng |
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Cambridge, New York, Melbourne, New Delhi, Singapore
Cambridge University Press
2024
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| Ausgabe: | First paperback edition |
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Tag hinzufügen | Zusammenfassung: | Foreword / Diane J. Tedick -- Preface -- Acknowledgement -- Part I. The educational context for CLIL: 1. CLIL in multilingual and English-background contexts: expanding the potential of content and language integrated pedagogies for mainstream learning / Kim Bower, Russell Cross and Do Coyle -- 2. How can learners be motivated in a context of demotivation for foreign language learning? / Kim Bower -- 3. A rationale for CLIL in primary schools / Philip Hood -- Part II. Current aspects of practice in CLIL: 4. What pupils say about transition (KS2-3) and what this might mean for CLIL / Gary N. Chambers -- 5. Diversity and transnationalism: the 'merged curriculum' approach in bilingual programmes in Australia / Simone Smala -- 6. Three schools, three models: senior leaders' views about the value of CLIL in their school / Kim Bower -- 7. Plurilingualism in the content and language integrated classroom: students' languages as resources in the CLIL context / Margaret Gearon and Russell Cross -- Part III. New knowledge/future directions: 8. Lessons to be learned: a professional development approach to curriculum planning in a multilingual school in Galicia / Xabier San Isidro and David Lasagabaster -- 9. Supporting peer collaboration and social cohesion in multilingual classrooms: practical insights from content-based learning contexts / Gabriela Meier -- 10. Exploring the potential of a pluriliteracies approach / Do Coyle -- Afterword / Russell Cross, Kim Bower, Do Coyle and Gary N. Chambers -- Index. "This book aims to address the peculiarities of language learning in predominantly Anglophone contexts. Content and Language Integrated Learning (CLIL) is the focus of our attention, given its potential to meet the challenges faced by teachers of foreign languages in primary and secondary schools. CLIL involves the teaching of non-language content, such as science, through the medium of a language other than the students' native tongue. In Germany, for example, the language of CLIL instruction in geography or history is typically English; in the UK and Australia maths or music might be taught in French or Italian. Most European mainland countries have successfully developed CLIL as part of their national curriculum policy in the last 20 years. By comparison, the UK's and Australia's progress in CLIL lags well behind. With the spread of CLIL across Europe and South America, CLIL has come to equate increasingly with 'learning English' in non-Anglophone countries. Learning a foreign language other than English in the UK, the Antipodes or USA, is a markedly different challenge from learning English, the global language, on the European mainland, South America or the Far East, for example. The implications relating to motivation and learners' perceptions of relevance in settings where 'English is enough' are considerable. Anglophone countries, therefore, represent a challenging and unique context for CLIL as a 'new' pedagogical approach"-- |
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| Beschreibung: | Literaturangaben |
| Beschreibung: | xx, 213 Seiten Illustrationen, Diagramme |
| ISBN: | 9781108729734 978-1-108-72973-4 1108729738 1-108-72973-8 |