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Author : Do Coyle,Oliver Meyer
Publisher : Cambridge University Press
Page : 231 pages
File Size : 42,7 Mb
Release : 2021-07-15
Category : Foreign Language Study
ISBN : 9781108830904
Offers an innovative, holistic and evidence-based pedagogic approach to deeper learning for all subjects of schooling.
Author : Inmaculada Fortanet-Gómez
Publisher : Multilingual Matters
Page : 401 pages
File Size : 46,9 Mb
Release : 2013-04-08
Category : Education
ISBN : 9781847699381
This book offers a unique view of multilingualism in higher education from a global perspective. It presents a contextualised case of a multilingual language policy which takes the Content and Language Integrated Learning (CLIL) approach. The volume discusses various approaches to multilingual education including CLIL and then proposes guidelines for a multilingual language policy for Universitat Jaume I in Castelló, Spain. It examines the advantages of a multilingual education programme and reviews the success of existing language policies. This book will be an essential resource for researchers and students as well as policy makers.
Author : Inmaculada Fortanet-gomez,Christine Räisänen
Publisher : John Benjamins Publishing
Page : 292 pages
File Size : 50,6 Mb
Release : 2008
Category : Education
ISBN : 9789027205209
The Bologna Reform has been implemented in a large part of the European Union and it is time to take a short pause to reflect over some of the lessons learned up to now. The aim of this book is to share experiences and reflections on English for Specific Purposes pedagogy in Western European higher education. Taking as a starting point the development of the EU policies during the past couple of decades and their national implementations, the chapters in this book provide various perspectives, both theoretical and practical, on the ways in which the reform has been implemented and its effects on the teaching of ESP. Experiences of developing programmes and courses incorporating Content and Language Integrated Learning and Autonomous and Lifelong Learning are described, as well as Problem-Based Learning and Process-Genre Pedagogies. The book also includes chapters on the crucial, but often neglected issue of teacher support in meeting the challenges of teaching content through the medium of English.
Author : Francesca Costa
Publisher : LED Edizioni Universitarie
Page : 147 pages
File Size : 47,8 Mb
Release : 2016-11-28
Category : Language Arts & Disciplines
ISBN : 9788879167857
This is a research study monograph into an approach known as Content and Language Integrated Learning or CLIL through English in Italian higher education. There is as yet little agreement on terminology, definitions, learning theories or classroom approaches as regards CLIL. A distinction is therefore made between CLIL, ICLHE (Integrating Content and Language in Higher Education), Content-based Instruction, L2-medium Instruction and Bilingual Education. The research design comprises both quantitative and qualitative elements. A questionnaire survey of all Italian universities profiled the many courses presently delivered using English as the vehicular language, and found some homogeneity in process and subjects, but differences linked to private or public funding and to geographical area. A survey of students (n=134) was designed and administered to obtain their evaluation of a list of techniques used by lecturers to help students understand lectures delivered through English. Respondents recognised and considered as useful most of the categories, including the use of repetitions, examples, summaries, definitions, synonyms, questions and emphasising with intonation. The qualitative part involved observing, recording, transcribing, and analysing lectures delivered through English by four university science lecturers, who were also interviewed. Results confirm the validity of some input presentation strategies and show similarities and differences between student and lecturer perceptions. The data also show discrepancies, at times, between the strategies considered useful by the lecturers and those actually used in the classes.
Author : Do Coyle,Philip Hood,David Marsh
Publisher : Cambridge University Press
Page : 184 pages
File Size : 51,6 Mb
Release : 2010-04-01
Category : Foreign Language Study
ISBN : 0521112982
CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.
Author : Inmaculada Fortanet-Gomez
Publisher : Multilingual Matters
Page : 299 pages
File Size : 40,7 Mb
Release : 2013-04-08
Category : Education
ISBN : 9781847699374
This book offers a unique view of multilingualism in higher education from a global perspective. It presents a contextualised case of a multilingual language policy which takes the Content and Language Integrated Learning (CLIL) approach. The volume discusses various approaches to multilingual education including CLIL and then proposes guidelines for a multilingual language policy for Universitat Jaume I in Castell, Spain. It examines the advantages of a multilingual education programme and reviews the success of existing language policies. This book will be an essential resource for researchers and students as well as policy makers.
Author : Podovšovnik, Eva
Publisher : IGI Global
Page : 434 pages
File Size : 55,9 Mb
Release : 2020-02-21
Category : Education
ISBN : 9781799821069
The development of technologies, education, and economy play an important role in modern society. Digital literacy is important for personal development and for the economic growth of society. Technological learning provides students with specific knowledge and capabilities for using new technologies in their everyday lives and in their careers. Examining the Roles of Teachers and Students in Mastering New Technologies is a critical scholarly resource that examines computer literacy knowledge levels in students and the perception of computer use in the classroom from various teacher perspectives. Featuring a wide range of topics such as higher education, special education, and blended learning, this book is ideal for teachers, instructional designers, curriculum developers, academicians, policymakers, administrators, researchers, and students.
Author : Tarja Nikula,Emma Dafouz,Pat Moore,Ute Smit
Publisher : Multilingual Matters
Page : 292 pages
File Size : 45,6 Mb
Release : 2016-08-18
Category : Language Arts & Disciplines
ISBN : 9781783096152
Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical and personal aspects of integration also need to be considered.
Author : Kim Bower,Do Coyle,Russell Cross,Gary N. Chambers
Publisher : Cambridge University Press
Page : 235 pages
File Size : 49,6 Mb
Release : 2020-07-09
Category : Language Arts & Disciplines
ISBN : 9781108492812
A guide on how to implement CLIL in the classroom to foster motivation, engagement and progress in language learning.
Author : David Lasagabaster,Aintzane Doiz
Publisher : Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
Page : 0 pages
File Size : 48,8 Mb
Release : 2016
Category : Education
ISBN : 303510929X
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.
Author : Sánchez-Pérez, Maria del Mar
Publisher : IGI Global
Page : 447 pages
File Size : 53,5 Mb
Release : 2020-02-07
Category : Education
ISBN : 9781799823209
English-medium instruction (EMI) has become a pervasive teaching model in recent higher education. The implementation of EMI programs requires changes in university teaching methods since most lecturers need to adapt their contents and the way they teach them to successfully work in foreign language environments. The rapid proliferation of such programs has resulted in concern among teaching staff, who have felt pushed towards teaching their subject content through a non-native language with little or no previous training. As a result, many recent studies have highlighted the importance and urgency to train teaching staff in terms of language proficiency and the appropriate teaching methods, techniques, and strategies to be applied in EMI lessons. Teacher Training for English-Medium Instruction in Higher Education is an academic research publication that provides comprehensive research on effective approaches and experiences in teacher training for EMI at universities both in terms of language skills and teaching methodologies and that analyzes the design and development of comprehensive teacher training programs that successfully engage these EMI programs. It has profound implications for the development of the international profile of higher education institutions as it provides information on how to train highly-qualified lecturers to successfully teach students from different nationalities. Featuring a wide range of topics such as assessment, curriculum design, and learning styles, this book is ideal for pre- and in-service teachers, language specialists, content specialists, administrators, deans, higher education faculty, researchers, practitioners, curriculum designers, policymakers, academicians, and students.
Author : Kasia Papaja
Publisher : Cambridge Scholars Publishing
Page : 240 pages
File Size : 52,8 Mb
Release : 2014-06-02
Category : Education
ISBN : 9781443860857
Content and Language Integrated Learning (CLIL) refers to an educational context where a foreign language (in this case English) is used as a medium of instruction in content subjects. This book presents and analyses the changes which take place in a CLIL classroom in secondary education. This book will also serve to raise CLIL teachers’ awareness of certain changes which occur in the CLIL classroom, and will consequently help them understand the process of Content and Language Integrated Learning. The book is organised into two parts: theoretical and empirical. These parts consist of six chapters each. The first three chapters review the professional literature relevant to this study, while the other three chapters are devoted to the empirical study.
Author : Phil Ball,Keith Kelly,John Clegg
Publisher : Oxford University Press
Page : 320 pages
File Size : 52,6 Mb
Release : 2016-09-12
Category : Study Aids
ISBN : 9780194421027
This book offers a new methodological framework for the CLIL classroom, focusing on how to guide input and support output. Full of real-life examples and practical guidelines, the book provides support to both novice and experienced CLIL teachers. Areas covered include: the language used in CLIL; CLIL teacher training; materials design for CLIL; assessment in CLIL. Extra resources are available on the website: www.oup.com/elt/teacher/clil Phil Ball is a CLIL author and teacher trainer based in northern Spain. Keith Kelly is a writer and speaker on CLIL worldwide, and is based in Plovdiv, Bulgaria. John Clegg is a textbook author and CLIL consultant based in London.
Author : Management Association, Information Resources
Publisher : IGI Global
Page : 2240 pages
File Size : 49,5 Mb
Release : 2018-03-02
Category : Education
ISBN : 9781522554738
The rapid growth in online and virtual learning opportunities has created culturally diverse classes and corporate training sessions. Instruction for these learning opportunities must adjust to meet participant needs. Online Course Management: Concepts, Methodologies, Tools, and Applications is a comprehensive reference source for the latest scholarly material on the trends, techniques, and management of online and distance-learning environments and examines the benefits and challenges of these developments. Highlighting a range of pertinent topics, such as blended learning, social presence, and educational online games, this multi-volume book is ideally designed for administrators, developers, instructors, staff, technical support, and students actively involved in teaching in online learning environments.
Author : Christiane Dalton-Puffer,Tarja Nikula,Ute Smit
Publisher : John Benjamins Publishing
Page : 307 pages
File Size : 46,5 Mb
Release : 2010-12-15
Category : Language Arts & Disciplines
ISBN : 9789027287519
This volume explores a highly topical issue in second and foreign language education: the spreading practice in mainstream education to teach content subjects through a foreign language. CLIL has been enthusiastically embraced as a language enrichment measure in many contexts and finally research can offer principled insights into its dynamics and potentials. The editors’ introductory and concluding chapters offer a synthesis of current CLIL research as well as a critical discussion of unresolved issues relating both to theoretical concerns and research practice. The individual contributions by authors from a range of European contexts report on current empirical research in this dynamic field. The focus of these chapters ranges from theoretical to empirical, from learning outcomes to classroom talk, examining both the written and spoken mode across secondary and tertiary educational contexts. This volume is a valuable resource not only for researchers and teachers but also for policy makers.