Clil

Author: Do Coyle
Publisher: Cambridge University Press
ISBN: 9780521130219
Size: 69.91 MB
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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.

Content And Language Integrated Learning

Author: Yolanda Ruiz de Zarobe
Publisher: Routledge
ISBN: 1317352815
Size: 10.10 MB
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This book explores some of the recent research undertaken on Content and Language Integrated Learning (CLIL). It offers an overview of several European contexts, describing experiences that could be extrapolated to many other communities worldwide. Contributions focus on issues related to language policy, moving from high-level policymaking to grassroots decisions, but all of them encompassing the major changes that can be recognized in education, which also evidence the shifts in society and economic life that have taken place in Europe in the last decades. These changes in language policy issues are coupled with changes in CLIL practice in the classroom. These national initiatives are displayed across a wide range of educational perspectives, portraying the diversity that is a distinctive feature of CLIL in the European educational mosaic. By providing new insights into pedagogic, methodological, and language policy issues in CLIL, and by covering some areas which have been insufficiently addressed in the literature, such as the implementation of CLIL in ‘less successful’ contexts, or learner-teacher collaboration in the classroom, this book will be of great value to researchers, stakeholders and professionals interested in CLIL and language education. This book was originally published as a special issue of the International Journal of Bilingual Education and Bilingualism.

Discourse In Content And Language Integrated Learning Clil Classrooms

Author: Christiane Dalton-Puffer
Publisher: John Benjamins Publishing
ISBN: 9789027219794
Size: 44.90 MB
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The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The analysis shows how CLIL classroom interaction is strongly shaped by its institutional context, which in turn conditions the ways in which students experience, use and learn the target language. The research presented here suggests that CLIL programmes require more explicit language learning goals in order to fully exploit their potential for furthering the learners' appropriation of a foreign language as a medium of learning.

Uncovering Clil

Author: Peeter Mehisto
Publisher:
ISBN: 9783190329724
Size: 15.62 MB
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Bilingualer Unterricht: CLIL hat viele Namen: integriertes Inhalts- und Sprachenlernen, bilingualer Unterricht oder Sachfachunterricht in der Fremdsprache. Das vorliegende Buch gibt einen Einblick in die Entstehung und Entwicklung von CLIL und zeigt eindrücklich dessen Mehrwert auf. CLIL Einsteigerinnen/Einsteiger finden eine reiche Auswahl an praktisch erprobten und vielfältigen Unterrichtsideen, aber auch erfahrene CLIL-Lehrpersonen werden Neues entdecken können. Besonders wichtig war der Autorin und den Autoren zu zeigen, wie der Lernfortschritt reflektiert und die sprachlichen Kompetenzen in einem lernförderlichen Klassenklima gezielt unterstützt und gefördert werden können. Das Buch richtet sich an CLIL Lehrpersonen auf der Primar-, Sekundar- und Berufsschulstufe. Abgesehen von einem konkreten Kapitel für den Einstieg in die Fremdsprache in der Primarschule sind die übrigen Ausführungen mit den dazugehörenden Beispielen vom methodischen und sprachlichen Anspruch allerdings nur für die Sekundarstufe vorstellbar. Christine Althaus.

Windows On Clil

Author: Anne Maljers
Publisher:
ISBN: 9789074220743
Size: 27.24 MB
Format: PDF, ePub
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Content And Language Integrated Learning Clil In Europe

Author: Stephan Breidbach
Publisher: Peter Lang Pub Incorporated
ISBN: 9783631644003
Size: 17.79 MB
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Content and Language Integrated Learning has received a strong tailwind in European educational and language policies. It is on the verge of becoming a mainstream phenomenon. However, an overly speedy implementation of -CLIL for all- might bear a number of risks for all groups of stakeholders. The purpose of this book is to link the growing empirical knowledge about the full complexity of CLIL to the current European educational and language policies. The articles collected in this volume contribute to a more systematic evidence base of CLIL that has frequently been called for at a European level. This bi-lingual volume (English/German) brings together authors from several European countries to present significant findings from recent CLIL research in the light of the developments in education policy. The four parts of the book focus on the reconstruction of learning processes, learner achievement, theory-driven investigations of the concept of CLIL itself, and critical reflections on the current -CLIL boom-."

Focus On Clil

Author: Kasia Papaja
Publisher: Cambridge Scholars Publishing
ISBN: 1443860859
Size: 28.58 MB
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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.

Clil Content And Language Integrated Learning Through English In Italian Higher Education

Author: Francesca Costa
Publisher: LED Edizioni Universitarie
ISBN: 8879167855
Size: 55.58 MB
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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.

Content And Language Integrated Learning

Author: María Luisa Carrió-Pastor
Publisher: Peter Lang
ISBN: 9783039118182
Size: 72.20 MB
Format: PDF
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The adoption of Content and Language Integrated Learning (CLIL) in Higher Education teaching has been widespread. This learning strategy has developed the need to learn foreign languages and to communicate with people with different cultural backgrounds. Culture learning should be part of language and content teaching as Higher Education involves language skills, topic comprehension and sociological capabilities. Teachers explore new teaching strategies which imply diverse goals and focus on different cultural backgrounds. The contributions of this book comment the multicultural awareness of the students involved in learning another language and the facts implied in teaching in a multicultural environment.

Content And Language Integrated Learning

Author: Yolanda Ruiz de Zarobe
Publisher: Multilingual Matters
ISBN: 1847691668
Size: 71.44 MB
Format: PDF, Kindle
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This book contributes to the growth of interest in Content and Language Integrated Learning (CLIL), an approach to second/foreign language learning that requires the use of the target language to learn content. Within the framework of European strategies to promote multilingualism, CLIL has begun to be used extensively in a variety of language learning contexts, and at different educational systems and language programmes. This book brings together critical analyses on theoretical and implementation issues of Content and Language Integrated Learning, and empirical studies on the effectiveness of this type of instruction on learners’ language competence. The basic theoretical assumption behind this book is that through successful use of the language to learn content, learners will develop their language proficiency more effectively while they learn the academic content specified in the curricula.