Conceptualising Integration in CLIL and Multilingual Education PDF Download

Author: Tarja Nikula
Publisher: Multilingual Matters
ISBN: 1783096152
Category : Language Arts & Disciplines
Languages : en
Pages : 292

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Book Description
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
Publisher: Cambridge University Press
ISBN: 1108492819
Category : Language Arts & Disciplines
Languages : en
Pages : 235

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Book Description
A guide on how to implement CLIL in the classroom to foster motivation, engagement and progress in language learning.

Author: Mark deBoer
Publisher: Springer Nature
ISBN: 3030541282
Category : Education
Languages : en
Pages : 284

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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: Neomy Storch
Publisher: Multilingual Matters
ISBN: 1847699960
Category : Language Arts & Disciplines
Languages : en
Pages : 204

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Book Description
In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.

Author: Julia Hüttner
Publisher: Taylor & Francis
ISBN: 1040088589
Category : Education
Languages : en
Pages : 268

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Book Description
Hüttner and Dalton-Puffer present research demonstrating the tangible benefits of the long-term sustainability of Content and Language Integrated Learning (CLIL) on participants’ educational outcomes. The chapters outline the argument that the main benefit of CLIL lies in the fact that learners acquire specific literacy practices linked to the curricular subjects they study via the CLIL language and that these go beyond what is commonly learned and studied within a foreign language curriculum. The book provides an orientation as to how such disciplinary literacy or literacies can be conceptualised and understood, and introduces several models that have served to make disciplinary literacies graspable and visible. The various chapters showcase research and development projects from different geographical and educational contexts and therefore elaborate ideas around disciplinary literacies from different vantage points. This book aims at a wide and varied readership, including graduate students studying applied linguistics, foreign language education, and/or teaching methodology; language teachers; content subject teachers with an interest in the linguistic side of their subject; and teacher trainers.

Author: Estrada Chichón, José Luis
Publisher: IGI Global
ISBN: 1668461803
Category : Education
Languages : en
Pages : 478

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Book Description
Modern societies tend to demand innovative learning modalities in which foreign languages are used to teach content subjects from very early educational stages. Education authorities in different geographical areas of the world are currently working to determine how bilingual teaching should be developed depending, along with many other factors, on the initial training of bilingual education teachers. On this basis, it is necessary to review how tertiary education institutions deal with the theoretical foundations and practical approaches necessary for this learning modality to train bilingual education teachers for primary schools. The Handbook of Research on Training Teachers for Bilingual Education in Primary Schools includes international experiences of teacher training for bilingual education in primary schools in which educators should be able to recognize themselves and identify concrete working formulas to apply in their daily work. Covering key topics such as teacher training, language learning, and primary education, this reference work is ideal for administrators, teacher trainers, policymakers, researchers, scholars, practitioners, academicians, instructors, and students.

Author: María Luisa Pérez Cañado
Publisher: Springer Nature
ISBN: 303068329X
Category : Education
Languages : en
Pages : 194

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Book Description
This book offers new empirical insights into the current state of Content and Language Integrated Learning (CLIL) characterisation (through an innovative proposal to link CLIL to English as a Lingua Franca), implementation (via observation protocols and SWOT analyses), and research (by examining the effects of CLIL on the L1, foreign language, key competences, and content subjects taught through English). The book provides a state of the art of the CLIL arena, identifies the chief challenges that need to be addressed and signposts possible ways of overcoming these in order to continue advancing smoothly into the next decade of CLIL development. This book will be of interest to researchers, policy-makers, educational authorities, and practitioners as it will assist them in making informed decisions about how to characterise, implement, and investigate CLIL in the bi- and plurilingual programs that are more frequently introduced in monolingual contexts.

Author: Dario Luis Banegas
Publisher: Taylor & Francis
ISBN: 1000872939
Category : Education
Languages : en
Pages : 699

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Book Description
Content and language integrated learning (CLIL) is an increasingly popular educational approach given its dual focus on enabling learners to acquire subject-matter through an additional language, while learning this second language in tandem with content. This Handbook provides a comprehensive overview of recent CLIL developments, illustrating how CLIL has been uniquely conceptualised and practised across educational and geographical contexts. Divided into six sections, covering language and language teaching, core topics and issues, contexts and learners, CLIL in practice, CLIL around the world, and a final section looking forward to future research directions, every chapter provides a balanced discussion of the benefits, challenges and implications of this approach. Representing the same diversity and intercultural understanding that CLIL features, the chapters are authored by established as well as early-career academics based around the world. The Routledge Handbook of Content and Language Integrated Learning is the essential guide to CLIL for advanced students and researchers of applied linguistics, education and TESOL.

Author: Natalia Barranco-Izquierdo
Publisher: Cambridge Scholars Publishing
ISBN: 1527548260
Category : Language Arts & Disciplines
Languages : en
Pages : 135

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Book Description
This book shows how formal, non-formal, and informal education play important roles in the shaping of bilingual minds. The contributions gathered here examine how societies influence language education, taking into account different perspectives, as well as foreign language education in schools, native bilingualism, and societal stances towards bilingualism.

Author: Miller, JungKang
Publisher: IGI Global
ISBN: 1668483815
Category : Education
Languages : en
Pages : 361

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Book Description
Teaching English to Speakers of Other Languages (ESOL) and bilingual education teachers face many challenges, including teaching in multilingual classrooms, addressing diverse learning needs, and engaging families and communities. These difficulties can make it challenging for new teachers to feel supported and to develop the skills needed to provide high-quality instruction to English Learners (ELs). The field also lacks professional development opportunities, creating a sense of isolation. Mentoring and Reflective Teachers in ESOL and Bilingual Education is a practical solution to these challenges. The book draws on expert educators' experiences to offer strategies and best practices that can be used to support new ESOL teachers' professional development. The book emphasizes the importance of collaboration, reflective practice, and ongoing professional development, offering concrete examples of how these practices can be implemented in real-world contexts. This comprehensive guide covers various professional activities that can help improve classroom instruction for ELs and encourage family and community involvement. Topics include mentoring in ESOL teacher education, professional development, and support for ESOL teachers, guided practice and professional growth of teachers of culturally and linguistically diverse learners, collaborative networks of ESOL teachers, building a community of reflective practice, and best practices in ESOL education. With this book, ESOL and bilingual education teachers can gain the support they need to provide high-quality instruction to ELs and build strong relationships with families and communities.