Tarja (Hrsg.) Nikula

Conceptualising Integration in CLIL and Multilingual Education

Ebook (EPUB Format)

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 multidim… Mehr

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Produktdetails

Weitere Autoren: Dafouz, Emma (Hrsg.) / Moore, Pat (Hrsg.) / Smit, Ute (Hrsg.)

ISBN: 978-1-78309-615-2
EAN: 9781783096152
Produktnummer: 20399723
Verlag: Channel View Publications
Sprache: Englisch
Erscheinungsjahr: 2016
Plattform: EPUB
Masse: 1'815 KB
Auflage: 1. Auflage

Über den Autor

Tarja Nikula is Professor at the Centre for Applied Language Studies, University of Jyväskylä, Finland. Her research interests include CLIL, classroom discourse, pragmatics of language learning and use, language education policies, multilingual classroom practices.Emma Dafouz is Associate Professor in the Department of English Language and Linguistics at the Universidad Complutense de Madrid, Spain. Her research interests include CLIL, English-medium instruction, language policies, higher education and classroom discourse.Pat Moore is Senior Lecturer in the Department of Philology and Translation at the Universidad Pablo de Olavide, Spain. Her research interests include CLIL, bilingualism, translanguaging, bilingual education and classroom praxis.Ute Smit is Associate Professor in the Department of English Studies at the University of Vienna, Austria. Her research interests include CLIL, English-medium instruction, English as a lingua franca, language policy and classroom discourse.