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Author: Makoto Ikeda Publisher: Routledge ISBN: 0429628196 Category : Education Languages : en Pages : 143
Book Description
Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and English Language Teaching (ELT). Many practitioners wonder how they can ‘do CLIL’ if their main classes are focused on English as a Foreign Language (EFL). This volume addresses these concerns by examining the experiences of various CLIL practitioners in the EFL context of Japan. Chapters outline the CLIL methodology, the differences in ‘hard CLIL’ (subject led) and ‘soft CLIL’ (language-oriented) before focusing on the EFL interpretations of soft-CLIL. Although the distinction of hard CLIL and soft CLIL has been mentioned in several publications, this is the first book-length exploration of this issue, featuring chapters examining expectations, challenges, material support, implementation, and even motivation in CLIL classrooms. All of this culminates in a review of the potential and future of CLIL in EFL contexts, paving the way for more widespread and well informed implementation of CLIL all over the world.
Author: Makoto Ikeda Publisher: Routledge ISBN: 0429628196 Category : Education Languages : en Pages : 143
Book Description
Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and English Language Teaching (ELT). Many practitioners wonder how they can ‘do CLIL’ if their main classes are focused on English as a Foreign Language (EFL). This volume addresses these concerns by examining the experiences of various CLIL practitioners in the EFL context of Japan. Chapters outline the CLIL methodology, the differences in ‘hard CLIL’ (subject led) and ‘soft CLIL’ (language-oriented) before focusing on the EFL interpretations of soft-CLIL. Although the distinction of hard CLIL and soft CLIL has been mentioned in several publications, this is the first book-length exploration of this issue, featuring chapters examining expectations, challenges, material support, implementation, and even motivation in CLIL classrooms. All of this culminates in a review of the potential and future of CLIL in EFL contexts, paving the way for more widespread and well informed implementation of CLIL all over the world.
Author: Hongtao Jing Publisher: Springer Nature ISBN: 9819941792 Category : Education Languages : en Pages : 183
Book Description
This book has explored in depth the beliefs and practices of foreign language teachers regarding global awareness in the context of a Chinese senior high school. This book defines global awareness as a combination of global knowledge, global attitudes, and global skills for a global citizen to act from the local community to the global community. By analysing qualitative data such as classroom observations, interviews and focus groups with language teachers and linking these findings to language education policy and practice in China, this book has explored how English language teachers teach English language, intercultural communicative competence and global awareness in China. This book will be of interest to researchers, language teachers and students in the fields of language education and intercultural communication. It also provides a readable overview for those new to the field of ICC and global citizenship education.
Author: Mark deBoer Publisher: Springer Nature ISBN: 3030541282 Category : Education Languages : en Pages : 284
Book Description
This volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. CLIL as an educational context is unique, as language and content learning happen simultaneously. The efficacy of such instruction has been studied extensively, but assessment in CLIL classrooms has drawn much less attention. The present volume aims to fill this gap. Arranged based on different ways that content and language are integrated in CLIL, the chapters in this book together build a solid theoretical basis for assessment promoting learning in CLIL classrooms. The authors discuss how assessment eliciting this integration yields insights into learners' abilities, but more importantly, how these insights are used to promote learning. The contributors to the volume together build the understanding of classroom-based assessment as cyclic, of teaching, learning, and assessment as inter-related, and of content and language in CLIL classrooms as a dialectical unity. This volume will spark interest in and discussion of classroom-based assessment in CLIL among CLIL educators and researchers, enable reflection of classroom assessment practices, and foster collaboration between CLIL teachers and researchers. The assessment approaches and activities discussed in the volume, in turn, will help educators understand the scope of applications of assessment and inspire them to adapt these to their own classrooms.
Author: Phil Ball Publisher: Oxford University Press ISBN: 0194421023 Category : Study Aids Languages : en Pages : 320
Book Description
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: Kyle Read Talbot Publisher: Multilingual Matters ISBN: 1788924312 Category : Language Arts & Disciplines Languages : en Pages : 501
Book Description
This book brings together a diverse range of empirical chapters spanning various contexts and educational levels which explore the psychology of teaching and learning a subject through a second or other language. The chapters discuss both the psychological stressors and strains for learners and teachers, as well as the benefits and joys of being involved in such programmes. The studies encompass a range of areas, such as Content and Language Integrated Learning (CLIL), Foreign Language Medium of Instruction (FMI), bilingual education and other related approaches to integrating content and language. They feature a variety of psychological constructs, including identity, self-confidence, motivation, self-concept, teacher and learner beliefs, affect, anxiety, stress, mindsets, attributions and well-being, from the perspectives of both teachers and learners. This book is essential reading for anyone interested in ensuring that teachers and students are properly supported and that their experiences of integrated content and language settings enable them to flourish.
Author: Leah Shepard-Carey Publisher: Channel View Publications ISBN: 180041319X Category : Language Arts & Disciplines Languages : en Pages : 292
Book Description
This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.
Author: Khaldi, Mohamed Publisher: IGI Global ISBN: Category : Education Languages : en Pages : 466
Book Description
In the complex field of academic scholarship, educators and scholars often encounter the challenge of designing effective learning scenarios that align with various educational objectives. The process involves meticulous planning, consideration of diverse pedagogical approaches, and adapting strategies to different circumstances and situations. The need for innovative solutions in pedagogy has never been more pressing, with topics ranging from instructional design to emerging techno pedagogical practices demanding attention. Academic scholars are yearning for a comprehensive guide that not only dissects the intricacies of these challenges but also offers transformative solutions to navigate the evolving landscape of education. Innovative Instructional Design Methods and Tools for Improved Teaching is a groundbreaking book meticulously crafted to address the pressing issues faced by academic scholars today. This book transcends the conventional boundaries of educational discourse, offering a roadmap for designing learning activities beyond routine exercises. It unveils a comprehensive approach, integrating pedagogical strategies and innovative teaching practices, providing educators with the tools they need to revolutionize their approach to instruction. This book is a solution to the challenges educators face in the contemporary academic landscape, providing a transformative guide for those seeking to excel in the dynamic field of pedagogy.
Author: Jack C. Richards Publisher: Routledge ISBN: 1000543927 Category : Education Languages : en Pages : 279
Book Description
Teaching and Learning in English Medium Instruction provides an overview of the nature of English Medium Instruction (EMI) in both secondary and tertiary education. The book explores the nature of academic literacy in EMI the ways in which EMI is implemented in different contexts issues related to teaching and learning through the medium of English teaching challenges and coping strategies used by EMI teachers support for EMI through EAP the professional development needs of EMI teachers approaches to the evaluation of EMI programs. The book contains a number of short chapters written in an accessible style with discussion questions and practical follow-up tasks. Throughout the book, key theory and research serve to introduce the core issues involved in EMI, which are then explored in terms of implications for practice. The book can be used in workshops and courses and for groups that include EMI teachers of content subjects, EAP teachers, TESOL students, and teachers and education officials involved with the implementation of EMI in different contexts. With the expansion of EMI worldwide in recent years the book seeks to introduce EMI to a new generation of EMI teachers and language teaching professionals.
Author: Keiko Tsuchiya Publisher: Springer Nature ISBN: 3030274438 Category : Education Languages : en Pages : 434
Book Description
This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.
Author: Makoto Ikeda
Author: Makoto Ikeda
Author: Hongtao Jing
Author: Mark deBoer
Author: Phil Ball
Author: Yolanda Ruiz de Zarobe
Author: Kyle Read Talbot
Author: Leah Shepard-Carey
Author: Khaldi, Mohamed
Author: Jack C. Richards
Author: Keiko Tsuchiya