Teaching, learning and scaffolding in CLIL science classrooms /:
"This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars'...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2021]
|
| Schriftenreihe: | Benjamins current topics ;
v. 115. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars' consistent calls for more classroom-based research on the issues in integration of content and language teaching in lessons. With the dual goal of content and language learning, students in CLIL programmes are also facing double challenges - mastery of abstract, cognitively demanding content knowledge and unfamiliar academic language. Focusing on the notion of "scaffolding", this edited volume demonstrates how science teachers can provide appropriate and timely scaffolding for their students to overcome the challenges in CLIL science classrooms. With studies from different educational settings (Hong Kong, Mainland China, Singapore and Australia) and epistemological paradigms, and adopting a variety of research designs, this volume will provide key insights into CLIL pedagogy and teacher education. Originally published as special issue of Journal of Immersion and Content-Based Language Education 7:2 (2019)"-- |
| Beschreibung: | 1 online resource (183 pages) : color illustrations. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027259790 9027259798 |
| ISSN: | 1874-0081 ; |
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| 245 | 0 | 0 | |a Teaching, learning and scaffolding in CLIL science classrooms / |c edited by Yuen Yi Lo, The University of Hong Kong, Angel M.Y. Lin, Simon Fraser University. |
| 264 | 1 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c [2021] | |
| 300 | |a 1 online resource (183 pages) : |b color illustrations. | ||
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| 490 | 1 | |a Benjamins current topics, |x 1874-0081 ; |v volume 115 | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars' consistent calls for more classroom-based research on the issues in integration of content and language teaching in lessons. With the dual goal of content and language learning, students in CLIL programmes are also facing double challenges - mastery of abstract, cognitively demanding content knowledge and unfamiliar academic language. Focusing on the notion of "scaffolding", this edited volume demonstrates how science teachers can provide appropriate and timely scaffolding for their students to overcome the challenges in CLIL science classrooms. With studies from different educational settings (Hong Kong, Mainland China, Singapore and Australia) and epistemological paradigms, and adopting a variety of research designs, this volume will provide key insights into CLIL pedagogy and teacher education. Originally published as special issue of Journal of Immersion and Content-Based Language Education 7:2 (2019)"-- |c Provided by publisher. | ||
| 588 | |a Description based on online resource; title from digital title page (viewed on May 05, 2021). | ||
| 505 | 0 | |a Intro -- Teaching, Learning and Scaffolding in CLIL Science Classrooms -- Editorial page -- Title page -- Copyright page -- Table of contents -- Teaching, learning and scaffolding in CLIL science classrooms -- 1.Conceptualising Content and Language Integrated Learning (CLIL) -- 2.Content and language integration in science -- 3.Scaffolding -- 4.Chapters in this volume -- References -- Language focused episodes by monolingual teachers in English Medium Instruction science lessons -- 1.Introduction -- 2.Literature review -- 2.1Growth of EMI -- 2.2Teachers in EMI settings -- 2.3Distinctive features of Chinese bilingual schools -- 2.4The language of science and science explanations -- 2.5Research on language focused episodes in SLA and in content contexts -- 3.Methodology -- 3.1Study design -- 3.2The population -- 3.3The sample (schools, teachers and students) -- 3.4Data collection -- 3.5Data analysis -- 4.Findings -- 4.1The proportion of the total interaction and the different types of LFEs -- 4.2Examples of the different types of LFEs -- 4.2.1Vocabulary-focused LFEs -- a.Meaning of non-technical vocabulary -- bornThe non-science meaning of technical vocabulary -- c.Pronunciation -- d.Spelling -- 4.2.2Grammar-focused LFEs -- a.Morphemes -- 4.2.3Idiom-focused LFEs -- 5.Discussion -- 5.1The extent of LFEs -- 5.2The variety of linguistic features focused on -- 5.3L1 vs L2 -- 6.Conclusion -- References -- Appendix -- The positioning of Japanese in a secondary CLIL science classroom in AustraliaLanguage use and the learning of content -- 1.Introduction -- 2.Literature review -- 2.1Science and content and language integration -- 2.2Language-specific issues in using a target language to teach content -- 3.The study -- 4.Findings -- 4.1Using kanji to reinforce scientific concepts -- 4.2Learning Japanese and learning science -- 4.3Explanation and application. | |
| 505 | 8 | |a 5.Discussion and conclusion -- References -- Teacher language awareness and scaffolded interaction in CLIL science classrooms -- 1.Introduction -- 2.Teacher language awareness -- 3.Methodology -- 3.1Participants -- 3.2Procedures -- 3.3Analysis -- 4.Findings -- 4.1L2 science teachers' awareness of language from the perspectives of learners and learning in CLIL contexts -- 4.1.1Teachers' understanding of learning content subjects through language -- 4.1.2Teachers' knowledge about learners' English language proficiency and their cognitive knowledge of subject matter -- 4.1.3Teachers' understanding of the impact of MOI policy on learner's motivation and learning outcomes -- 4.2Conceptual scaffoldings -- 5.Discussion -- 6.Conclusion -- Acknowledgements -- References -- Supporting students' content learning in Biology through teachers' use of classroom talk drawing on concept sketches -- 1.Introduction -- 2.Theoretical underpinnings -- 3.Review of studies in the field -- 3.1Concept sketch in the field of science -- 3.2Classroom talk in science -- 4.Research focus -- 5.Background setting and subjects -- 6.Methodology -- 7.Examination of classroom talk based on concept sketch -- 7.1Reformulating with specifics amplified for directionality focus -- 7.2Scaffolding content learning undergirded by purpose -- 7.3Drawing on repeated uptake of students' response to sharpen focus and direct attention -- 7.4Sharpening precision in language use -- 7.5Limitations in classroom talk -- 8.Implications -- 8.1Beyond the visual and the textual- the place of classroom talk -- 8.2Implications for teachers' professional learning -- 9.Conclusion -- Acknowledgements -- References -- Appendix A.Sample extract of lesson plan -- Appendix B.Extracts of sample focus areas and talk moves. | |
| 505 | 8 | |a Co-developing science literacy and foreign language literacy through "Concept + Language Mapping" -- 1.Introduction -- 2.Literature review -- 2.1Meaningful learning and concept mapping -- 2.2Thematic patterns -- 2.3Thematic-pattern-based "concept + language mapping" -- 3.Methodology -- 3.1Research design -- 3.2Data collection and analysis -- 4.Results and analysis -- 4.1The CLM approach facilitated content and language development in the EMI biology classroom -- 4.1.1Quantitative results -- 4.1.2Qualitative results -- 4.2Integrating content and language learning with thematic-pattern-based designed and spontaneous scaffoldings in shifting communicative approaches -- 4.2.1Multimodal animated sequential "concept + language mapping" with thematic-pattern-based designed and spontaneous scaffoldings -- 4.2.2Integrating content and language by combining thematic patterns and genre structures -- 5.Discussion -- 5.1Integrating content and language in CLIL lessons -- 5.2Drawing on perspectives of subject education researchers -- 5.3Teacher education about "thematic-pattern-based" CLM pedagogy -- 6.Conclusion -- Acknowledgements -- References -- Appendix 1.Summary of student feedback on the CLM materials -- Scaffolding for cognitive and linguistic challenges in CLIL science assessments -- 1.Introduction -- 2.Literature review -- 2.1Alignment among objectives, instruction and assessments in CLIL -- 2.2CLIL objectives and teachers' instruction -- 2.3CLIL objectives and assessment -- 2.4CLIL assessment and teachers' instruction -- 3.Methodology -- 3.1Overall research design -- 3.2Research context and participants -- 3.3Data collection -- 3.3.1Lesson observations -- 3.3.2Collection of assessment tasks -- 3.3.3Semi-structured interviews -- 3.4Data analysis -- 4.Results -- 4.1Objectives -- 4.2Instruction -- 4.3Assessment practices -- Miss A -- Miss B. | |
| 505 | 8 | |a 5.Discussion and conclusions -- Acknowledgements -- References -- Appendix 1.Lesson observation protocol -- Appendix 2.Examples of different registers when analysing the observed lessons -- Category 1. Instructional register, which focuses on knowledge delivery and discussion -- Category 1a. Instructional register focusing on "content" -- Category 1b. Instructional register focusing on "language" -- Category 2. Regulative register, which aims at managing classroom tasks and students' behaviours -- The role of language in scaffolding content andamp -- language integration in CLIL science classrooms -- 1.Introduction -- 2.Language in discursive, cognitive, linguistic, semiotic, epistemic andamp -- affective roles -- 2.1Discursive role to scaffold classroom interaction -- 2.2Cognitive-Linguistic role to scaffold construction of knowledge -- 2.3Semiotic role to scaffold science meaning-making -- 2.4Epistemic and affective roles -- 3.Content andamp -- language as integrated or separate entities? -- 4.Closing remarks -- References -- Index. | |
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| 650 | 7 | |a Language and education |2 fast | |
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| 700 | 1 | |a Lin, Angel, |d 1962- |e editor. |0 http://id.loc.gov/authorities/names/nb2004025767 | |
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| contents | Intro -- Teaching, Learning and Scaffolding in CLIL Science Classrooms -- Editorial page -- Title page -- Copyright page -- Table of contents -- Teaching, learning and scaffolding in CLIL science classrooms -- 1.Conceptualising Content and Language Integrated Learning (CLIL) -- 2.Content and language integration in science -- 3.Scaffolding -- 4.Chapters in this volume -- References -- Language focused episodes by monolingual teachers in English Medium Instruction science lessons -- 1.Introduction -- 2.Literature review -- 2.1Growth of EMI -- 2.2Teachers in EMI settings -- 2.3Distinctive features of Chinese bilingual schools -- 2.4The language of science and science explanations -- 2.5Research on language focused episodes in SLA and in content contexts -- 3.Methodology -- 3.1Study design -- 3.2The population -- 3.3The sample (schools, teachers and students) -- 3.4Data collection -- 3.5Data analysis -- 4.Findings -- 4.1The proportion of the total interaction and the different types of LFEs -- 4.2Examples of the different types of LFEs -- 4.2.1Vocabulary-focused LFEs -- a.Meaning of non-technical vocabulary -- bornThe non-science meaning of technical vocabulary -- c.Pronunciation -- d.Spelling -- 4.2.2Grammar-focused LFEs -- a.Morphemes -- 4.2.3Idiom-focused LFEs -- 5.Discussion -- 5.1The extent of LFEs -- 5.2The variety of linguistic features focused on -- 5.3L1 vs L2 -- 6.Conclusion -- References -- Appendix -- The positioning of Japanese in a secondary CLIL science classroom in AustraliaLanguage use and the learning of content -- 1.Introduction -- 2.Literature review -- 2.1Science and content and language integration -- 2.2Language-specific issues in using a target language to teach content -- 3.The study -- 4.Findings -- 4.1Using kanji to reinforce scientific concepts -- 4.2Learning Japanese and learning science -- 4.3Explanation and application. 5.Discussion and conclusion -- References -- Teacher language awareness and scaffolded interaction in CLIL science classrooms -- 1.Introduction -- 2.Teacher language awareness -- 3.Methodology -- 3.1Participants -- 3.2Procedures -- 3.3Analysis -- 4.Findings -- 4.1L2 science teachers' awareness of language from the perspectives of learners and learning in CLIL contexts -- 4.1.1Teachers' understanding of learning content subjects through language -- 4.1.2Teachers' knowledge about learners' English language proficiency and their cognitive knowledge of subject matter -- 4.1.3Teachers' understanding of the impact of MOI policy on learner's motivation and learning outcomes -- 4.2Conceptual scaffoldings -- 5.Discussion -- 6.Conclusion -- Acknowledgements -- References -- Supporting students' content learning in Biology through teachers' use of classroom talk drawing on concept sketches -- 1.Introduction -- 2.Theoretical underpinnings -- 3.Review of studies in the field -- 3.1Concept sketch in the field of science -- 3.2Classroom talk in science -- 4.Research focus -- 5.Background setting and subjects -- 6.Methodology -- 7.Examination of classroom talk based on concept sketch -- 7.1Reformulating with specifics amplified for directionality focus -- 7.2Scaffolding content learning undergirded by purpose -- 7.3Drawing on repeated uptake of students' response to sharpen focus and direct attention -- 7.4Sharpening precision in language use -- 7.5Limitations in classroom talk -- 8.Implications -- 8.1Beyond the visual and the textual- the place of classroom talk -- 8.2Implications for teachers' professional learning -- 9.Conclusion -- Acknowledgements -- References -- Appendix A.Sample extract of lesson plan -- Appendix B.Extracts of sample focus areas and talk moves. Co-developing science literacy and foreign language literacy through "Concept + Language Mapping" -- 1.Introduction -- 2.Literature review -- 2.1Meaningful learning and concept mapping -- 2.2Thematic patterns -- 2.3Thematic-pattern-based "concept + language mapping" -- 3.Methodology -- 3.1Research design -- 3.2Data collection and analysis -- 4.Results and analysis -- 4.1The CLM approach facilitated content and language development in the EMI biology classroom -- 4.1.1Quantitative results -- 4.1.2Qualitative results -- 4.2Integrating content and language learning with thematic-pattern-based designed and spontaneous scaffoldings in shifting communicative approaches -- 4.2.1Multimodal animated sequential "concept + language mapping" with thematic-pattern-based designed and spontaneous scaffoldings -- 4.2.2Integrating content and language by combining thematic patterns and genre structures -- 5.Discussion -- 5.1Integrating content and language in CLIL lessons -- 5.2Drawing on perspectives of subject education researchers -- 5.3Teacher education about "thematic-pattern-based" CLM pedagogy -- 6.Conclusion -- Acknowledgements -- References -- Appendix 1.Summary of student feedback on the CLM materials -- Scaffolding for cognitive and linguistic challenges in CLIL science assessments -- 1.Introduction -- 2.Literature review -- 2.1Alignment among objectives, instruction and assessments in CLIL -- 2.2CLIL objectives and teachers' instruction -- 2.3CLIL objectives and assessment -- 2.4CLIL assessment and teachers' instruction -- 3.Methodology -- 3.1Overall research design -- 3.2Research context and participants -- 3.3Data collection -- 3.3.1Lesson observations -- 3.3.2Collection of assessment tasks -- 3.3.3Semi-structured interviews -- 3.4Data analysis -- 4.Results -- 4.1Objectives -- 4.2Instruction -- 4.3Assessment practices -- Miss A -- Miss B. 5.Discussion and conclusions -- Acknowledgements -- References -- Appendix 1.Lesson observation protocol -- Appendix 2.Examples of different registers when analysing the observed lessons -- Category 1. Instructional register, which focuses on knowledge delivery and discussion -- Category 1a. Instructional register focusing on "content" -- Category 1b. Instructional register focusing on "language" -- Category 2. Regulative register, which aims at managing classroom tasks and students' behaviours -- The role of language in scaffolding content andamp -- language integration in CLIL science classrooms -- 1.Introduction -- 2.Language in discursive, cognitive, linguistic, semiotic, epistemic andamp -- affective roles -- 2.1Discursive role to scaffold classroom interaction -- 2.2Cognitive-Linguistic role to scaffold construction of knowledge -- 2.3Semiotic role to scaffold science meaning-making -- 2.4Epistemic and affective roles -- 3.Content andamp -- language as integrated or separate entities? -- 4.Closing remarks -- References -- Index. |
| ctrlnum | (OCoLC)1245248701 |
| dewey-full | 507.1 |
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| dewey-ones | 507 - Education, research, related topics |
| dewey-raw | 507.1 |
| dewey-search | 507.1 |
| dewey-sort | 3507.1 |
| dewey-tens | 500 - Natural sciences and mathematics |
| discipline | Allgemeine Naturwissenschaft |
| format | Electronic eBook |
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It is a timely contribution to the rapidly growing body of CLIL research in response to scholars' consistent calls for more classroom-based research on the issues in integration of content and language teaching in lessons. With the dual goal of content and language learning, students in CLIL programmes are also facing double challenges - mastery of abstract, cognitively demanding content knowledge and unfamiliar academic language. Focusing on the notion of "scaffolding", this edited volume demonstrates how science teachers can provide appropriate and timely scaffolding for their students to overcome the challenges in CLIL science classrooms. With studies from different educational settings (Hong Kong, Mainland China, Singapore and Australia) and epistemological paradigms, and adopting a variety of research designs, this volume will provide key insights into CLIL pedagogy and teacher education. Originally published as special issue of Journal of Immersion and Content-Based Language Education 7:2 (2019)"--</subfield><subfield code="c">Provided by publisher.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on online resource; title from digital title page (viewed on May 05, 2021).</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Intro -- Teaching, Learning and Scaffolding in CLIL Science Classrooms -- Editorial page -- Title page -- Copyright page -- Table of contents -- Teaching, learning and scaffolding in CLIL science classrooms -- 1.Conceptualising Content and Language Integrated Learning (CLIL) -- 2.Content and language integration in science -- 3.Scaffolding -- 4.Chapters in this volume -- References -- Language focused episodes by monolingual teachers in English Medium Instruction science lessons -- 1.Introduction -- 2.Literature review -- 2.1Growth of EMI -- 2.2Teachers in EMI settings -- 2.3Distinctive features of Chinese bilingual schools -- 2.4The language of science and science explanations -- 2.5Research on language focused episodes in SLA and in content contexts -- 3.Methodology -- 3.1Study design -- 3.2The population -- 3.3The sample (schools, teachers and students) -- 3.4Data collection -- 3.5Data analysis -- 4.Findings -- 4.1The proportion of the total interaction and the different types of LFEs -- 4.2Examples of the different types of LFEs -- 4.2.1Vocabulary-focused LFEs -- a.Meaning of non-technical vocabulary -- bornThe non-science meaning of technical vocabulary -- c.Pronunciation -- d.Spelling -- 4.2.2Grammar-focused LFEs -- a.Morphemes -- 4.2.3Idiom-focused LFEs -- 5.Discussion -- 5.1The extent of LFEs -- 5.2The variety of linguistic features focused on -- 5.3L1 vs L2 -- 6.Conclusion -- References -- Appendix -- The positioning of Japanese in a secondary CLIL science classroom in AustraliaLanguage use and the learning of content -- 1.Introduction -- 2.Literature review -- 2.1Science and content and language integration -- 2.2Language-specific issues in using a target language to teach content -- 3.The study -- 4.Findings -- 4.1Using kanji to reinforce scientific concepts -- 4.2Learning Japanese and learning science -- 4.3Explanation and application.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">5.Discussion and conclusion -- References -- Teacher language awareness and scaffolded interaction in CLIL science classrooms -- 1.Introduction -- 2.Teacher language awareness -- 3.Methodology -- 3.1Participants -- 3.2Procedures -- 3.3Analysis -- 4.Findings -- 4.1L2 science teachers' awareness of language from the perspectives of learners and learning in CLIL contexts -- 4.1.1Teachers' understanding of learning content subjects through language -- 4.1.2Teachers' knowledge about learners' English language proficiency and their cognitive knowledge of subject matter -- 4.1.3Teachers' understanding of the impact of MOI policy on learner's motivation and learning outcomes -- 4.2Conceptual scaffoldings -- 5.Discussion -- 6.Conclusion -- Acknowledgements -- References -- Supporting students' content learning in Biology through teachers' use of classroom talk drawing on concept sketches -- 1.Introduction -- 2.Theoretical underpinnings -- 3.Review of studies in the field -- 3.1Concept sketch in the field of science -- 3.2Classroom talk in science -- 4.Research focus -- 5.Background setting and subjects -- 6.Methodology -- 7.Examination of classroom talk based on concept sketch -- 7.1Reformulating with specifics amplified for directionality focus -- 7.2Scaffolding content learning undergirded by purpose -- 7.3Drawing on repeated uptake of students' response to sharpen focus and direct attention -- 7.4Sharpening precision in language use -- 7.5Limitations in classroom talk -- 8.Implications -- 8.1Beyond the visual and the textual- the place of classroom talk -- 8.2Implications for teachers' professional learning -- 9.Conclusion -- Acknowledgements -- References -- Appendix A.Sample extract of lesson plan -- Appendix B.Extracts of sample focus areas and talk moves.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Co-developing science literacy and foreign language literacy through "Concept + Language Mapping" -- 1.Introduction -- 2.Literature review -- 2.1Meaningful learning and concept mapping -- 2.2Thematic patterns -- 2.3Thematic-pattern-based "concept + language mapping" -- 3.Methodology -- 3.1Research design -- 3.2Data collection and analysis -- 4.Results and analysis -- 4.1The CLM approach facilitated content and language development in the EMI biology classroom -- 4.1.1Quantitative results -- 4.1.2Qualitative results -- 4.2Integrating content and language learning with thematic-pattern-based designed and spontaneous scaffoldings in shifting communicative approaches -- 4.2.1Multimodal animated sequential "concept + language mapping" with thematic-pattern-based designed and spontaneous scaffoldings -- 4.2.2Integrating content and language by combining thematic patterns and genre structures -- 5.Discussion -- 5.1Integrating content and language in CLIL lessons -- 5.2Drawing on perspectives of subject education researchers -- 5.3Teacher education about "thematic-pattern-based" CLM pedagogy -- 6.Conclusion -- Acknowledgements -- References -- Appendix 1.Summary of student feedback on the CLM materials -- Scaffolding for cognitive and linguistic challenges in CLIL science assessments -- 1.Introduction -- 2.Literature review -- 2.1Alignment among objectives, instruction and assessments in CLIL -- 2.2CLIL objectives and teachers' instruction -- 2.3CLIL objectives and assessment -- 2.4CLIL assessment and teachers' instruction -- 3.Methodology -- 3.1Overall research design -- 3.2Research context and participants -- 3.3Data collection -- 3.3.1Lesson observations -- 3.3.2Collection of assessment tasks -- 3.3.3Semi-structured interviews -- 3.4Data analysis -- 4.Results -- 4.1Objectives -- 4.2Instruction -- 4.3Assessment practices -- Miss A -- Miss B.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">5.Discussion and conclusions -- Acknowledgements -- References -- Appendix 1.Lesson observation protocol -- Appendix 2.Examples of different registers when analysing the observed lessons -- Category 1. Instructional register, which focuses on knowledge delivery and discussion -- Category 1a. Instructional register focusing on "content" -- Category 1b. Instructional register focusing on "language" -- Category 2. Regulative register, which aims at managing classroom tasks and students' behaviours -- The role of language in scaffolding content andamp -- language integration in CLIL science classrooms -- 1.Introduction -- 2.Language in discursive, cognitive, linguistic, semiotic, epistemic andamp -- affective roles -- 2.1Discursive role to scaffold classroom interaction -- 2.2Cognitive-Linguistic role to scaffold construction of knowledge -- 2.3Semiotic role to scaffold science meaning-making -- 2.4Epistemic and affective roles -- 3.Content andamp -- language as integrated or separate entities? -- 4.Closing remarks -- References -- Index.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Science</subfield><subfield code="x">Study and teaching.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85118587</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Language and education.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85074515</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Sciences</subfield><subfield code="x">Étude et enseignement.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Language and education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Science</subfield><subfield code="x">Study and teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic book.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Lo, Yuen Yi,</subfield><subfield code="d">1982-</subfield><subfield code="e">editor.</subfield><subfield code="0">http://id.loc.gov/authorities/names/no2011023218</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Lin, Angel,</subfield><subfield code="d">1962-</subfield><subfield code="e">editor.</subfield><subfield code="0">http://id.loc.gov/authorities/names/nb2004025767</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Teaching, learning and scaffolding in CLIL science classrooms (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCFyfCB6cVcGWyk8KTmqJDq</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="t">Teaching, learning and scaffolding in CLIL science classrooms</subfield><subfield code="d">Philadelphia : John Benjamins Publishing Company, [2021]</subfield><subfield code="z">9789027208880</subfield><subfield code="w">(DLC) 2021009591</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Benjamins current topics ;</subfield><subfield code="v">v. 115.</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2007180968</subfield></datafield><datafield tag="856" ind1="1" ind2=" "><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2916516</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="856" ind1="1" ind2=" "><subfield code="l">CBO01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2916516</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH38302268</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">2916516</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest Ebook Central</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL6563629</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield></record></collection> |
| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-on1245248701 |
| illustrated | Illustrated |
| indexdate | 2024-10-25T15:51:03Z |
| institution | BVB |
| isbn | 9789027259790 9027259798 |
| issn | 1874-0081 ; |
| language | English |
| lccn | 2021009592 |
| oclc_num | 1245248701 |
| open_access_boolean | |
| owner | MAIN |
| owner_facet | MAIN |
| physical | 1 online resource (183 pages) : color illustrations. |
| psigel | ZDB-4-EBA |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Benjamins current topics ; |
| series2 | Benjamins current topics, |
| spelling | Teaching, learning and scaffolding in CLIL science classrooms / edited by Yuen Yi Lo, The University of Hong Kong, Angel M.Y. Lin, Simon Fraser University. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2021] 1 online resource (183 pages) : color illustrations. text txt rdacontent computer c rdamedia online resource cr rdacarrier Benjamins current topics, 1874-0081 ; volume 115 Includes bibliographical references and index. "This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars' consistent calls for more classroom-based research on the issues in integration of content and language teaching in lessons. With the dual goal of content and language learning, students in CLIL programmes are also facing double challenges - mastery of abstract, cognitively demanding content knowledge and unfamiliar academic language. Focusing on the notion of "scaffolding", this edited volume demonstrates how science teachers can provide appropriate and timely scaffolding for their students to overcome the challenges in CLIL science classrooms. With studies from different educational settings (Hong Kong, Mainland China, Singapore and Australia) and epistemological paradigms, and adopting a variety of research designs, this volume will provide key insights into CLIL pedagogy and teacher education. Originally published as special issue of Journal of Immersion and Content-Based Language Education 7:2 (2019)"-- Provided by publisher. Description based on online resource; title from digital title page (viewed on May 05, 2021). Intro -- Teaching, Learning and Scaffolding in CLIL Science Classrooms -- Editorial page -- Title page -- Copyright page -- Table of contents -- Teaching, learning and scaffolding in CLIL science classrooms -- 1.Conceptualising Content and Language Integrated Learning (CLIL) -- 2.Content and language integration in science -- 3.Scaffolding -- 4.Chapters in this volume -- References -- Language focused episodes by monolingual teachers in English Medium Instruction science lessons -- 1.Introduction -- 2.Literature review -- 2.1Growth of EMI -- 2.2Teachers in EMI settings -- 2.3Distinctive features of Chinese bilingual schools -- 2.4The language of science and science explanations -- 2.5Research on language focused episodes in SLA and in content contexts -- 3.Methodology -- 3.1Study design -- 3.2The population -- 3.3The sample (schools, teachers and students) -- 3.4Data collection -- 3.5Data analysis -- 4.Findings -- 4.1The proportion of the total interaction and the different types of LFEs -- 4.2Examples of the different types of LFEs -- 4.2.1Vocabulary-focused LFEs -- a.Meaning of non-technical vocabulary -- bornThe non-science meaning of technical vocabulary -- c.Pronunciation -- d.Spelling -- 4.2.2Grammar-focused LFEs -- a.Morphemes -- 4.2.3Idiom-focused LFEs -- 5.Discussion -- 5.1The extent of LFEs -- 5.2The variety of linguistic features focused on -- 5.3L1 vs L2 -- 6.Conclusion -- References -- Appendix -- The positioning of Japanese in a secondary CLIL science classroom in AustraliaLanguage use and the learning of content -- 1.Introduction -- 2.Literature review -- 2.1Science and content and language integration -- 2.2Language-specific issues in using a target language to teach content -- 3.The study -- 4.Findings -- 4.1Using kanji to reinforce scientific concepts -- 4.2Learning Japanese and learning science -- 4.3Explanation and application. 5.Discussion and conclusion -- References -- Teacher language awareness and scaffolded interaction in CLIL science classrooms -- 1.Introduction -- 2.Teacher language awareness -- 3.Methodology -- 3.1Participants -- 3.2Procedures -- 3.3Analysis -- 4.Findings -- 4.1L2 science teachers' awareness of language from the perspectives of learners and learning in CLIL contexts -- 4.1.1Teachers' understanding of learning content subjects through language -- 4.1.2Teachers' knowledge about learners' English language proficiency and their cognitive knowledge of subject matter -- 4.1.3Teachers' understanding of the impact of MOI policy on learner's motivation and learning outcomes -- 4.2Conceptual scaffoldings -- 5.Discussion -- 6.Conclusion -- Acknowledgements -- References -- Supporting students' content learning in Biology through teachers' use of classroom talk drawing on concept sketches -- 1.Introduction -- 2.Theoretical underpinnings -- 3.Review of studies in the field -- 3.1Concept sketch in the field of science -- 3.2Classroom talk in science -- 4.Research focus -- 5.Background setting and subjects -- 6.Methodology -- 7.Examination of classroom talk based on concept sketch -- 7.1Reformulating with specifics amplified for directionality focus -- 7.2Scaffolding content learning undergirded by purpose -- 7.3Drawing on repeated uptake of students' response to sharpen focus and direct attention -- 7.4Sharpening precision in language use -- 7.5Limitations in classroom talk -- 8.Implications -- 8.1Beyond the visual and the textual- the place of classroom talk -- 8.2Implications for teachers' professional learning -- 9.Conclusion -- Acknowledgements -- References -- Appendix A.Sample extract of lesson plan -- Appendix B.Extracts of sample focus areas and talk moves. Co-developing science literacy and foreign language literacy through "Concept + Language Mapping" -- 1.Introduction -- 2.Literature review -- 2.1Meaningful learning and concept mapping -- 2.2Thematic patterns -- 2.3Thematic-pattern-based "concept + language mapping" -- 3.Methodology -- 3.1Research design -- 3.2Data collection and analysis -- 4.Results and analysis -- 4.1The CLM approach facilitated content and language development in the EMI biology classroom -- 4.1.1Quantitative results -- 4.1.2Qualitative results -- 4.2Integrating content and language learning with thematic-pattern-based designed and spontaneous scaffoldings in shifting communicative approaches -- 4.2.1Multimodal animated sequential "concept + language mapping" with thematic-pattern-based designed and spontaneous scaffoldings -- 4.2.2Integrating content and language by combining thematic patterns and genre structures -- 5.Discussion -- 5.1Integrating content and language in CLIL lessons -- 5.2Drawing on perspectives of subject education researchers -- 5.3Teacher education about "thematic-pattern-based" CLM pedagogy -- 6.Conclusion -- Acknowledgements -- References -- Appendix 1.Summary of student feedback on the CLM materials -- Scaffolding for cognitive and linguistic challenges in CLIL science assessments -- 1.Introduction -- 2.Literature review -- 2.1Alignment among objectives, instruction and assessments in CLIL -- 2.2CLIL objectives and teachers' instruction -- 2.3CLIL objectives and assessment -- 2.4CLIL assessment and teachers' instruction -- 3.Methodology -- 3.1Overall research design -- 3.2Research context and participants -- 3.3Data collection -- 3.3.1Lesson observations -- 3.3.2Collection of assessment tasks -- 3.3.3Semi-structured interviews -- 3.4Data analysis -- 4.Results -- 4.1Objectives -- 4.2Instruction -- 4.3Assessment practices -- Miss A -- Miss B. 5.Discussion and conclusions -- Acknowledgements -- References -- Appendix 1.Lesson observation protocol -- Appendix 2.Examples of different registers when analysing the observed lessons -- Category 1. Instructional register, which focuses on knowledge delivery and discussion -- Category 1a. Instructional register focusing on "content" -- Category 1b. Instructional register focusing on "language" -- Category 2. Regulative register, which aims at managing classroom tasks and students' behaviours -- The role of language in scaffolding content andamp -- language integration in CLIL science classrooms -- 1.Introduction -- 2.Language in discursive, cognitive, linguistic, semiotic, epistemic andamp -- affective roles -- 2.1Discursive role to scaffold classroom interaction -- 2.2Cognitive-Linguistic role to scaffold construction of knowledge -- 2.3Semiotic role to scaffold science meaning-making -- 2.4Epistemic and affective roles -- 3.Content andamp -- language as integrated or separate entities? -- 4.Closing remarks -- References -- Index. Science Study and teaching. http://id.loc.gov/authorities/subjects/sh85118587 Language and education. http://id.loc.gov/authorities/subjects/sh85074515 Sciences Étude et enseignement. Language and education fast Science Study and teaching fast Electronic book. Lo, Yuen Yi, 1982- editor. http://id.loc.gov/authorities/names/no2011023218 Lin, Angel, 1962- editor. http://id.loc.gov/authorities/names/nb2004025767 has work: Teaching, learning and scaffolding in CLIL science classrooms (Text) https://id.oclc.org/worldcat/entity/E39PCFyfCB6cVcGWyk8KTmqJDq https://id.oclc.org/worldcat/ontology/hasWork Print version: Teaching, learning and scaffolding in CLIL science classrooms Philadelphia : John Benjamins Publishing Company, [2021] 9789027208880 (DLC) 2021009591 Benjamins current topics ; v. 115. http://id.loc.gov/authorities/names/n2007180968 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2916516 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2916516 Volltext |
| spellingShingle | Teaching, learning and scaffolding in CLIL science classrooms / Benjamins current topics ; Intro -- Teaching, Learning and Scaffolding in CLIL Science Classrooms -- Editorial page -- Title page -- Copyright page -- Table of contents -- Teaching, learning and scaffolding in CLIL science classrooms -- 1.Conceptualising Content and Language Integrated Learning (CLIL) -- 2.Content and language integration in science -- 3.Scaffolding -- 4.Chapters in this volume -- References -- Language focused episodes by monolingual teachers in English Medium Instruction science lessons -- 1.Introduction -- 2.Literature review -- 2.1Growth of EMI -- 2.2Teachers in EMI settings -- 2.3Distinctive features of Chinese bilingual schools -- 2.4The language of science and science explanations -- 2.5Research on language focused episodes in SLA and in content contexts -- 3.Methodology -- 3.1Study design -- 3.2The population -- 3.3The sample (schools, teachers and students) -- 3.4Data collection -- 3.5Data analysis -- 4.Findings -- 4.1The proportion of the total interaction and the different types of LFEs -- 4.2Examples of the different types of LFEs -- 4.2.1Vocabulary-focused LFEs -- a.Meaning of non-technical vocabulary -- bornThe non-science meaning of technical vocabulary -- c.Pronunciation -- d.Spelling -- 4.2.2Grammar-focused LFEs -- a.Morphemes -- 4.2.3Idiom-focused LFEs -- 5.Discussion -- 5.1The extent of LFEs -- 5.2The variety of linguistic features focused on -- 5.3L1 vs L2 -- 6.Conclusion -- References -- Appendix -- The positioning of Japanese in a secondary CLIL science classroom in AustraliaLanguage use and the learning of content -- 1.Introduction -- 2.Literature review -- 2.1Science and content and language integration -- 2.2Language-specific issues in using a target language to teach content -- 3.The study -- 4.Findings -- 4.1Using kanji to reinforce scientific concepts -- 4.2Learning Japanese and learning science -- 4.3Explanation and application. 5.Discussion and conclusion -- References -- Teacher language awareness and scaffolded interaction in CLIL science classrooms -- 1.Introduction -- 2.Teacher language awareness -- 3.Methodology -- 3.1Participants -- 3.2Procedures -- 3.3Analysis -- 4.Findings -- 4.1L2 science teachers' awareness of language from the perspectives of learners and learning in CLIL contexts -- 4.1.1Teachers' understanding of learning content subjects through language -- 4.1.2Teachers' knowledge about learners' English language proficiency and their cognitive knowledge of subject matter -- 4.1.3Teachers' understanding of the impact of MOI policy on learner's motivation and learning outcomes -- 4.2Conceptual scaffoldings -- 5.Discussion -- 6.Conclusion -- Acknowledgements -- References -- Supporting students' content learning in Biology through teachers' use of classroom talk drawing on concept sketches -- 1.Introduction -- 2.Theoretical underpinnings -- 3.Review of studies in the field -- 3.1Concept sketch in the field of science -- 3.2Classroom talk in science -- 4.Research focus -- 5.Background setting and subjects -- 6.Methodology -- 7.Examination of classroom talk based on concept sketch -- 7.1Reformulating with specifics amplified for directionality focus -- 7.2Scaffolding content learning undergirded by purpose -- 7.3Drawing on repeated uptake of students' response to sharpen focus and direct attention -- 7.4Sharpening precision in language use -- 7.5Limitations in classroom talk -- 8.Implications -- 8.1Beyond the visual and the textual- the place of classroom talk -- 8.2Implications for teachers' professional learning -- 9.Conclusion -- Acknowledgements -- References -- Appendix A.Sample extract of lesson plan -- Appendix B.Extracts of sample focus areas and talk moves. Co-developing science literacy and foreign language literacy through "Concept + Language Mapping" -- 1.Introduction -- 2.Literature review -- 2.1Meaningful learning and concept mapping -- 2.2Thematic patterns -- 2.3Thematic-pattern-based "concept + language mapping" -- 3.Methodology -- 3.1Research design -- 3.2Data collection and analysis -- 4.Results and analysis -- 4.1The CLM approach facilitated content and language development in the EMI biology classroom -- 4.1.1Quantitative results -- 4.1.2Qualitative results -- 4.2Integrating content and language learning with thematic-pattern-based designed and spontaneous scaffoldings in shifting communicative approaches -- 4.2.1Multimodal animated sequential "concept + language mapping" with thematic-pattern-based designed and spontaneous scaffoldings -- 4.2.2Integrating content and language by combining thematic patterns and genre structures -- 5.Discussion -- 5.1Integrating content and language in CLIL lessons -- 5.2Drawing on perspectives of subject education researchers -- 5.3Teacher education about "thematic-pattern-based" CLM pedagogy -- 6.Conclusion -- Acknowledgements -- References -- Appendix 1.Summary of student feedback on the CLM materials -- Scaffolding for cognitive and linguistic challenges in CLIL science assessments -- 1.Introduction -- 2.Literature review -- 2.1Alignment among objectives, instruction and assessments in CLIL -- 2.2CLIL objectives and teachers' instruction -- 2.3CLIL objectives and assessment -- 2.4CLIL assessment and teachers' instruction -- 3.Methodology -- 3.1Overall research design -- 3.2Research context and participants -- 3.3Data collection -- 3.3.1Lesson observations -- 3.3.2Collection of assessment tasks -- 3.3.3Semi-structured interviews -- 3.4Data analysis -- 4.Results -- 4.1Objectives -- 4.2Instruction -- 4.3Assessment practices -- Miss A -- Miss B. 5.Discussion and conclusions -- Acknowledgements -- References -- Appendix 1.Lesson observation protocol -- Appendix 2.Examples of different registers when analysing the observed lessons -- Category 1. Instructional register, which focuses on knowledge delivery and discussion -- Category 1a. Instructional register focusing on "content" -- Category 1b. Instructional register focusing on "language" -- Category 2. Regulative register, which aims at managing classroom tasks and students' behaviours -- The role of language in scaffolding content andamp -- language integration in CLIL science classrooms -- 1.Introduction -- 2.Language in discursive, cognitive, linguistic, semiotic, epistemic andamp -- affective roles -- 2.1Discursive role to scaffold classroom interaction -- 2.2Cognitive-Linguistic role to scaffold construction of knowledge -- 2.3Semiotic role to scaffold science meaning-making -- 2.4Epistemic and affective roles -- 3.Content andamp -- language as integrated or separate entities? -- 4.Closing remarks -- References -- Index. Science Study and teaching. http://id.loc.gov/authorities/subjects/sh85118587 Language and education. http://id.loc.gov/authorities/subjects/sh85074515 Sciences Étude et enseignement. Language and education fast Science Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85118587 http://id.loc.gov/authorities/subjects/sh85074515 |
| title | Teaching, learning and scaffolding in CLIL science classrooms / |
| title_auth | Teaching, learning and scaffolding in CLIL science classrooms / |
| title_exact_search | Teaching, learning and scaffolding in CLIL science classrooms / |
| title_full | Teaching, learning and scaffolding in CLIL science classrooms / edited by Yuen Yi Lo, The University of Hong Kong, Angel M.Y. Lin, Simon Fraser University. |
| title_fullStr | Teaching, learning and scaffolding in CLIL science classrooms / edited by Yuen Yi Lo, The University of Hong Kong, Angel M.Y. Lin, Simon Fraser University. |
| title_full_unstemmed | Teaching, learning and scaffolding in CLIL science classrooms / edited by Yuen Yi Lo, The University of Hong Kong, Angel M.Y. Lin, Simon Fraser University. |
| title_short | Teaching, learning and scaffolding in CLIL science classrooms / |
| title_sort | teaching learning and scaffolding in clil science classrooms |
| topic | Science Study and teaching. http://id.loc.gov/authorities/subjects/sh85118587 Language and education. http://id.loc.gov/authorities/subjects/sh85074515 Sciences Étude et enseignement. Language and education fast Science Study and teaching fast |
| topic_facet | Science Study and teaching. Language and education. Sciences Étude et enseignement. Language and education Science Study and teaching Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2916516 |
| work_keys_str_mv | AT loyuenyi teachinglearningandscaffoldinginclilscienceclassrooms AT linangel teachinglearningandscaffoldinginclilscienceclassrooms |