Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences: A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning
Gespeichert in:
| 1. Verfasser: | |
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| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hannover
ibidem
2022
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| Ausgabe: | 1st ed |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | This book is directed at both researchers and teachers with an interest to establish a multilingual and cosmopolitan culture within classrooms; it contributes to research in Content and Language Integrated Learning (CLIL) on multiple levels. The theoretical part sketches a conceptual framework with a competence model for the promotion of global discourse competence as the center of gravity for multilingual CLIL in the social sciences. Along the leitmotif of climate change, the construction of 'cosmopolitan classroom glocalities' for supporting learners' 21st century skills is suggested. Besides defending design-based action research as a research method for bridging the gap between theory and practice, two empirical contributions from a German 10th grade CLIL classroom with English as target language make the preceding theoretical framework tangible. One chapter deals with more language-related issues, whereas the subsequent chapter takes a subject turn. At first, a comprehensive model for multilingual CLIL is presented. It builds on the novel concept of translanguaging, adapted to 'trans-foreign-languaging' for facilitating multilingualism as a daily norm. Thereafter, the model's effect on political judgments is investigated. This chapter concludes in proposing the genesis of a 'perfect equilibrium of emotional and rational learning' for promoting empathy, solidarity, and justice within a democratic and transnational civil society "A passionate plea for extending the theoretical and methodological foundations of Content and Language Integrated Learning (CLIL) in the Social Sciences." -- Frank Schulze-Engler, Dean of the Faculty of Modern Languages, Goethe University Frankfurt am Main "A scholarly work that combines many perspectives and in which, quite incidentally, many personal things are shared by a passionate, global citizen." -- Stephanie Frisch, Professor of Teaching English as a Foreign Language, University of Wuppertal "Written by a true reflective practitioner-a book full of inspiration for all educators interested in the connections between languages and social studies education. Learners perceive themselves as more focused when content is presented in multiple languages, and they see the multilingual approach as contributing to more global thinking and reasoning." -- Tilman Grammes, Professor of Social Science Education, University of Hamburg "Competences to construct and participate in transnational political discourse is a sine qua non for the viability of democratic action across and beyond national borders. Nijhawan's book demonstrates the power of Content and Language Integrated Learning (CLIL) for developing these competences. The case studies reveal the emancipatory potential of a globally oriented school education." -- Julian Culp, Assistant Professor of Philosophy, The American University of Paris, and author of Democratic Education in a Globalized World (Routledge, 2019) "A great piece of academic research with high practical relevance." -- Karim Touati, Teacher of Politics & Economics, Frankfurt am Main |
| Beschreibung: | 1 Online-Ressource |
| ISBN: | 9783838277158 |
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| 500 | |a "A passionate plea for extending the theoretical and methodological foundations of Content and Language Integrated Learning (CLIL) in the Social Sciences." -- Frank Schulze-Engler, Dean of the Faculty of Modern Languages, Goethe University Frankfurt am Main | ||
| 500 | |a "A scholarly work that combines many perspectives and in which, quite incidentally, many personal things are shared by a passionate, global citizen." -- Stephanie Frisch, Professor of Teaching English as a Foreign Language, University of Wuppertal | ||
| 500 | |a "Written by a true reflective practitioner-a book full of inspiration for all educators interested in the connections between languages and social studies education. Learners perceive themselves as more focused when content is presented in multiple languages, and they see the multilingual approach as contributing to more global thinking and reasoning." -- Tilman Grammes, Professor of Social Science Education, University of Hamburg | ||
| 500 | |a "Competences to construct and participate in transnational political discourse is a sine qua non for the viability of democratic action across and beyond national borders. Nijhawan's book demonstrates the power of Content and Language Integrated Learning (CLIL) for developing these competences. The case studies reveal the emancipatory potential of a globally oriented school education." -- Julian Culp, Assistant Professor of Philosophy, The American University of Paris, and author of Democratic Education in a Globalized World (Routledge, 2019) | ||
| 500 | |a "A great piece of academic research with high practical relevance." -- Karim Touati, Teacher of Politics & Economics, Frankfurt am Main | ||
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| isbn | 9783838277158 |
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| spelling | Nijhawan, Subin Verfasser aut Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning Subin Nijhawan, Bernd Klewitz 1st ed Hannover ibidem 2022 1 Online-Ressource txt rdacontent c rdamedia cr rdacarrier This book is directed at both researchers and teachers with an interest to establish a multilingual and cosmopolitan culture within classrooms; it contributes to research in Content and Language Integrated Learning (CLIL) on multiple levels. The theoretical part sketches a conceptual framework with a competence model for the promotion of global discourse competence as the center of gravity for multilingual CLIL in the social sciences. Along the leitmotif of climate change, the construction of 'cosmopolitan classroom glocalities' for supporting learners' 21st century skills is suggested. Besides defending design-based action research as a research method for bridging the gap between theory and practice, two empirical contributions from a German 10th grade CLIL classroom with English as target language make the preceding theoretical framework tangible. One chapter deals with more language-related issues, whereas the subsequent chapter takes a subject turn. At first, a comprehensive model for multilingual CLIL is presented. It builds on the novel concept of translanguaging, adapted to 'trans-foreign-languaging' for facilitating multilingualism as a daily norm. Thereafter, the model's effect on political judgments is investigated. This chapter concludes in proposing the genesis of a 'perfect equilibrium of emotional and rational learning' for promoting empathy, solidarity, and justice within a democratic and transnational civil society "A passionate plea for extending the theoretical and methodological foundations of Content and Language Integrated Learning (CLIL) in the Social Sciences." -- Frank Schulze-Engler, Dean of the Faculty of Modern Languages, Goethe University Frankfurt am Main "A scholarly work that combines many perspectives and in which, quite incidentally, many personal things are shared by a passionate, global citizen." -- Stephanie Frisch, Professor of Teaching English as a Foreign Language, University of Wuppertal "Written by a true reflective practitioner-a book full of inspiration for all educators interested in the connections between languages and social studies education. Learners perceive themselves as more focused when content is presented in multiple languages, and they see the multilingual approach as contributing to more global thinking and reasoning." -- Tilman Grammes, Professor of Social Science Education, University of Hamburg "Competences to construct and participate in transnational political discourse is a sine qua non for the viability of democratic action across and beyond national borders. Nijhawan's book demonstrates the power of Content and Language Integrated Learning (CLIL) for developing these competences. The case studies reveal the emancipatory potential of a globally oriented school education." -- Julian Culp, Assistant Professor of Philosophy, The American University of Paris, and author of Democratic Education in a Globalized World (Routledge, 2019) "A great piece of academic research with high practical relevance." -- Karim Touati, Teacher of Politics & Economics, Frankfurt am Main CLIL Content and language integrated learning Lehre Social Sciences Teaching Klewitz, Bernd edt https://elibrary.utb.de/doi/book/10.24216/9783838277158 Verlag kostenfrei Volltext |
| spellingShingle | Nijhawan, Subin Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning CLIL Content and language integrated learning Lehre Social Sciences Teaching |
| title | Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning |
| title_auth | Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning |
| title_exact_search | Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning |
| title_full | Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning Subin Nijhawan, Bernd Klewitz |
| title_fullStr | Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning Subin Nijhawan, Bernd Klewitz |
| title_full_unstemmed | Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning Subin Nijhawan, Bernd Klewitz |
| title_short | Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences |
| title_sort | multilingual content and language integrated learning clil in the social sciences a design based action research approach to teaching 21st century challenges with a focus on translanguaging and emotions in learning |
| title_sub | A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning |
| topic | CLIL Content and language integrated learning Lehre Social Sciences Teaching |
| topic_facet | CLIL Content and language integrated learning Lehre Social Sciences Teaching |
| url | https://elibrary.utb.de/doi/book/10.24216/9783838277158 |
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