Beyond CLIL: pluriliteracies teaching for deeper learning
If education is to prepare learners for lifelong learning, there needs to be a shift towards deeper learning: a focus on transferable knowledge and problem-solving skills alongside the development of a positive or growth mindset. In this book, a follow up to CLIL, the authors review new developments...
Gespeichert in:
| Hauptverfasser: | , |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, United Kingdom
Cambridge University Press
2021
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | If education is to prepare learners for lifelong learning, there needs to be a shift towards deeper learning: a focus on transferable knowledge and problem-solving skills alongside the development of a positive or growth mindset. In this book, a follow up to CLIL, the authors review new developments in the understanding of the interface between language and learning, and propose an original new 'pluriliteracies' approach which refines and develops current thinking in CLIL. It aims to facilitate deeper learning through an explicit focus on disciplinary literacies, guiding learners towards textual fluency, encouraging successful communication across cultures, and providing a key stepping-stone towards becoming responsible global citizens. It both provides strong theoretical grounding, and shows how to put that understanding into practise. Engaging and practical, this book will be invaluable to both academics and education practitioners, and will enable conventional classrooms to be transformed into deeper learning ecologies |
| Beschreibung: | xiii, 216 Seiten Diagramme Breite 188 mm, Hoehe 246 mm, Dicke 12 mm |
| ISBN: | 9781108823722 9781108830904 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents List of Figures List of Tables Preface page vii ix xi Part I CLIL: Moving On 1 2 Understanding the CLIL Phenomenon: Developments and Directions 3 1.1 Unravelling Key Questions 1.2 Developmental Stages towards Integrated Learning 4 9 Problematising CLIL: Bringing the Outside In andInside Out 17 2.1 2.2 2.3 2.4 18 20 23 28 The 4 Cs Framework as a Planning Tool Revisiting Content as Curriculum Matter Cultures, Concepts and Discourses for Knowledge Building Theories of (Disruptive) Practice Part II Pluriliteracies: Building a Pedagogical Approach for Deeper Learning 3 Moving towards Pluriliteracies 3.1 Unpicking Literacies 3.2 The Role of Disciplinaiy Literacies 4 The Mechanics of Deeper Learning 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5 How Knowledge Is Stored in Long-Term Memory Internalisation of Conceptual Knowledge Re-evaluating the Role of Practice Transfer of Learning Revisited Trajectories for Deeper Learning Visualising Deeper Learning Cognitive Discourse Functions: Keys to Deeper Learning Drivers of Deeper Learning 5.1 5.2 5.3 5.4 5.5 Affect Student Engagement Mastery Reflection Interdependence of Growth Areas 35 35 36 42 44 46 52 58 65 76 78 86 88 94 98 99 100
VI Contents 6 Mentoring Deeper Learning 102 6.1 6.2 6.3 6.4 6.5 102 104 106 109 115 Designing Learning Pathways for Learning Scaffolding Revisited: Mentoring Learning and Personal Growth Feedback for Assessing Learning Conclusions Part III Putting a Pluriliteracies Approach into Practice 7 8 9 A Paradigm Shift: From Classrooms to Learning Ecologies 119 7.1 Integrating the Digital Dimension 7.2 Reconceptualising Integrated Learning Spaces for Deeper Learning 119 122 Learnscaping: Designing Ecosystems for PTDL 127 8.1 Designing Deeper Learning Episodes 8.2 Guiding Questions for Designing Deeper Learning Episodes 128 133 Repositioning the Language Classroom in Pluriliteracies Contexts 140 140 144 148 157 160 167 9.1 The Role of the Language Teacher in CLIL Contexts 9.2 Language Teaching and the Pluriliteracies Landscape 9.3 Literature, Literacies and Language Teaching 9.4 Repositioning the Language Teacher in a Pluriliteracies Context 9.5 Mapping Literacies Development in the Language Classroom 9.6 Strategies to Deepen the Language Learning Experience 9.7 Deeper Learning Episodes in the Language Classroom: Emerging Exemplars 10 Closing Comments: The Road Ahead Bibliography Index 178 184 190 214
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| adam_txt |
Contents List of Figures List of Tables Preface page vii ix xi Part I CLIL: Moving On 1 2 Understanding the CLIL Phenomenon: Developments and Directions 3 1.1 Unravelling Key Questions 1.2 Developmental Stages towards Integrated Learning 4 9 Problematising CLIL: Bringing the Outside In andInside Out 17 2.1 2.2 2.3 2.4 18 20 23 28 The 4 Cs Framework as a Planning Tool Revisiting Content as Curriculum Matter Cultures, Concepts and Discourses for Knowledge Building Theories of (Disruptive) Practice Part II Pluriliteracies: Building a Pedagogical Approach for Deeper Learning 3 Moving towards Pluriliteracies 3.1 Unpicking Literacies 3.2 The Role of Disciplinaiy Literacies 4 The Mechanics of Deeper Learning 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5 How Knowledge Is Stored in Long-Term Memory Internalisation of Conceptual Knowledge Re-evaluating the Role of Practice Transfer of Learning Revisited Trajectories for Deeper Learning Visualising Deeper Learning Cognitive Discourse Functions: Keys to Deeper Learning Drivers of Deeper Learning 5.1 5.2 5.3 5.4 5.5 Affect Student Engagement Mastery Reflection Interdependence of Growth Areas 35 35 36 42 44 46 52 58 65 76 78 86 88 94 98 99 100
VI Contents 6 Mentoring Deeper Learning 102 6.1 6.2 6.3 6.4 6.5 102 104 106 109 115 Designing Learning Pathways for Learning Scaffolding Revisited: Mentoring Learning and Personal Growth Feedback for Assessing Learning Conclusions Part III Putting a Pluriliteracies Approach into Practice 7 8 9 A Paradigm Shift: From Classrooms to Learning Ecologies 119 7.1 Integrating the Digital Dimension 7.2 Reconceptualising Integrated Learning Spaces for Deeper Learning 119 122 Learnscaping: Designing Ecosystems for PTDL 127 8.1 Designing Deeper Learning Episodes 8.2 Guiding Questions for Designing Deeper Learning Episodes 128 133 Repositioning the Language Classroom in Pluriliteracies Contexts 140 140 144 148 157 160 167 9.1 The Role of the Language Teacher in CLIL Contexts 9.2 Language Teaching and the Pluriliteracies Landscape 9.3 Literature, Literacies and Language Teaching 9.4 Repositioning the Language Teacher in a Pluriliteracies Context 9.5 Mapping Literacies Development in the Language Classroom 9.6 Strategies to Deepen the Language Learning Experience 9.7 Deeper Learning Episodes in the Language Classroom: Emerging Exemplars 10 Closing Comments: The Road Ahead Bibliography Index 178 184 190 214 |
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| spelling | Coyle, Do 1952- Verfasser (DE-588)141389095 aut Beyond CLIL pluriliteracies teaching for deeper learning Do Coyle, University of Edinburgh; Oliver Meyer, Johannes Gutenberg University of Mainz Cambridge, United Kingdom Cambridge University Press 2021 xiii, 216 Seiten Diagramme Breite 188 mm, Hoehe 246 mm, Dicke 12 mm txt rdacontent n rdamedia nc rdacarrier If education is to prepare learners for lifelong learning, there needs to be a shift towards deeper learning: a focus on transferable knowledge and problem-solving skills alongside the development of a positive or growth mindset. In this book, a follow up to CLIL, the authors review new developments in the understanding of the interface between language and learning, and propose an original new 'pluriliteracies' approach which refines and develops current thinking in CLIL. It aims to facilitate deeper learning through an explicit focus on disciplinary literacies, guiding learners towards textual fluency, encouraging successful communication across cultures, and providing a key stepping-stone towards becoming responsible global citizens. It both provides strong theoretical grounding, and shows how to put that understanding into practise. Engaging and practical, this book will be invaluable to both academics and education practitioners, and will enable conventional classrooms to be transformed into deeper learning ecologies Content and language integrated learning (DE-588)7709468-2 gnd rswk-swf Content and language integrated learning (DE-588)7709468-2 s DE-604 Meyer, Oliver ca. 20./21. Jh. Verfasser (DE-588)1230349235 aut Erscheint auch als Online-Ausgabe 978-1-108-91450-5 Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032795934&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Beyond CLIL pluriliteracies teaching for deeper learning |
| title_auth | Beyond CLIL pluriliteracies teaching for deeper learning |
| title_exact_search | Beyond CLIL pluriliteracies teaching for deeper learning |
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| title_full | Beyond CLIL pluriliteracies teaching for deeper learning Do Coyle, University of Edinburgh; Oliver Meyer, Johannes Gutenberg University of Mainz |
| title_fullStr | Beyond CLIL pluriliteracies teaching for deeper learning Do Coyle, University of Edinburgh; Oliver Meyer, Johannes Gutenberg University of Mainz |
| title_full_unstemmed | Beyond CLIL pluriliteracies teaching for deeper learning Do Coyle, University of Edinburgh; Oliver Meyer, Johannes Gutenberg University of Mainz |
| title_short | Beyond CLIL |
| title_sort | beyond clil pluriliteracies teaching for deeper learning |
| title_sub | pluriliteracies teaching for deeper learning |
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