AICLE – CLIL – EMILE: Educació plurilingüe. Experiencias, research & polítiques PDF Download
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Author: Cristina Escobar Urmeneta
Publisher: Univ. Autònoma de Barcelona
ISBN: 8449026784
Category :
Languages : en
Pages : 338
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Book Description
El present volum és el resultat de la selecció de les millors comunicacions presentades en la primera Taula Rodona Internacional TRI-CLIL sobre Aprenentatge Integrat de Continguts i Llengües (AICLE). El congrés va aconseguir reunir professionals de la docència i de la recerca, tant de matèries escolars, llengües estrangeres i llengües considerades oficials o co-oficials a diferents territoris, que esdevenen llengües addicionals per a la població escolar migrada.
Author: Cristina Escobar Urmeneta
Publisher: Univ. Autònoma de Barcelona
ISBN: 8449026784
Category :
Languages : en
Pages : 338
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Book Description
El present volum és el resultat de la selecció de les millors comunicacions presentades en la primera Taula Rodona Internacional TRI-CLIL sobre Aprenentatge Integrat de Continguts i Llengües (AICLE). El congrés va aconseguir reunir professionals de la docència i de la recerca, tant de matèries escolars, llengües estrangeres i llengües considerades oficials o co-oficials a diferents territoris, que esdevenen llengües addicionals per a la població escolar migrada.
Author: Keiko Tsuchiya
Publisher: Springer Nature
ISBN: 3030274438
Category : Education
Languages : en
Pages : 434
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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: Daniela Veronesi
Publisher: University Press Bozen
ISBN: 9788860460240
Category : Language Arts & Disciplines
Languages : en
Pages : 446
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Book Description
This collection of the proceedings of the 3rd conference on bi- and multilingual universities, held at the Free University of Bozen-Bolzano from 20 to 22 September 2007, tries to give a state-of-the-art insight into theoretical and practical approaches towards implementing bi- and multilingual models and policies in higher education institutions in various parts of the world.
Author: David Marsh
Publisher:
ISBN: 9789513908638
Category :
Languages : en
Pages : 262
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Book Description
Author: Jasone Cenoz
Publisher: Cambridge University Press
ISBN: 110709481X
Category : Education, Bilingual
Languages : en
Pages : 263
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Book Description
"This cutting edge volume explores holistic trends in multilingualism, analysing the processes of both 'becoming multilingual' and 'being multilingual'. Multilingualism has increased in recent years due to globalisation, transnational mobility and the spread of Information and Communications Technology (ICT). This volume explores some of the trends in the study of multilingual education by putting together research studies that analyse the processes of both 'becoming multilingual' and 'being multilingual' in educational contexts."--Publisher's website.
Author: Hugo Baetens Beardsmore
Publisher: Multilingual Matters
ISBN: 9781853591822
Category : Language Arts & Disciplines
Languages : en
Pages : 220
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Book Description
Describes well established, non-experimental forms of bilingual education in publicly funded, non-elitist schools throughout Europe: Welsh in Britain, Catalan and Basque in Spain, heritage language maintenance in Belgium, trilingual education in the entire Luxembourg school system, and others. Focuses on the perspective of the administrator and the teacher. Annotation copyright by Book News, Inc., Portland, OR
Author: Neriko Musha Doerr
Publisher: Walter de Gruyter
ISBN: 3110220946
Category : Language Arts & Disciplines
Languages : en
Pages : 401
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Book Description
Presents a fresh look at the 'native speaker' by situating him/her in wider sociopolitical contexts. Using anthropological frameworks and ethnographic data from around the world, this book addresses the questions of who qualifies as a 'native speaker' and his/her social relations in the regime of standardization in multilingual situations.
Author: Mercè Bernaus
Publisher: Council of Europe
ISBN: 9789287162311
Category : Education
Languages : en
Pages : 76
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Book Description
The LEA (Language Educator Awareness) training kit comprises a set of practical instruments designed to help teacher educators introduce the essential aspects of plurilingualism and pluriculturalism to language teachers and learners. It consists of a printed booklet setting out the rationale for a series of training activities, which are contained on an accompanying CD-Rom. The kit encourages language teachers to reflect on the notion of diversity, which is so fundamental an element in the process of linguistic and communicative education - the "dialogue with the other". Its ultimate goal is to contribute towards building a school capable of providing local and global perspectives on the language curriculum, of offering communication opportunities with peoples and cultures from far away as well as nearby and of promoting the ability to speak languages with different statuses and functions.
Author: Lena Heine
Publisher: Walter de Gruyter
ISBN: 3110224461
Category : Language Arts & Disciplines
Languages : en
Pages : 230
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Book Description
Although Content and Language Integrated Learning (CLIL) is a popular teaching method, research on CLIL has nearly exclusively focused on aspects of language learning. Besides that, we are still lacking any cognitively well-grounded theory about the special features of contexts in which the focus is on content learning, but in which a foreign language is used as the medium of communicating information. This book re-examines the basis for CLIL from a cognitive perspective and investigates how the use of a foreign language as a working language influences the processing of content. It summarizes findings from cognitive psychology on thinking, problem solving and conceptual processing, and integrates them with models of language-specific mental activities such as speech processing and text composition. This provides a theoretically well-grounded basis for the understanding of the special features of CLIL, and promotes a Cognitive Linguistic perspective on CLIL pedagogy. The theoretical considerations form the basis for an empirical study that offers the first insights into what CLIL learners actually do when they solve content-focused tasks while using an L2. Through spontaneous verbalization of thought, detailed verbal protocols were elicited and analysed into language and content focused cognitive processes. The analysis shows that both language and conceptual thought interact closely and that a focus on language in general has positive effects on the processing of semantic content; the use of an L2 as working language can enhance this effect. Additionally, the study offers a thorough reflection and new perspectives on verbal protocols as research tools, in particular in L2 contexts.
Author: Roy Lyster
Publisher: Routledge
ISBN: 1351593862
Category : Language Arts & Disciplines
Languages : en
Pages : 55
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Book Description
This module explores the content-driven approach to language teaching, or the teaching of nonlinguistic content such as geography, history, or science using the target language. It lays out effective techniques that help facilitate students’ comprehension of curricular content and also discusses how teacher collaboration and students’ L1s affect this approach to language teaching. With an instructional sequence comprising noticing, awareness, and practice activities as well as examples of content-and-language integrated units, the Content-Based Language Teaching module is the ideal main textbook for instructors seeking a clear and practical treatment of the topic for their courses, which can also be taught in conjunction with other modules in the series.
