Integration of theory and practice in CLIL /:
Content and Language Integrated Learning (CLIL) has now become a feature of education in Europe from primary school to university level. CLIL programmes are intended to integrate language and content learning in a process of mutual enrichment. Yet there is little consensus as to how this is to be ac...
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam :
Rodopi B.V.,
2014.
|
| Schriftenreihe: | Utrecht studies in language and communication ;
28. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Content and Language Integrated Learning (CLIL) has now become a feature of education in Europe from primary school to university level. CLIL programmes are intended to integrate language and content learning in a process of mutual enrichment. Yet there is little consensus as to how this is to be achieved, or how the outcomes of such programmes should be measured. It is evident that a further type of integration is required: that of bringing the practice of CLIL into closer contact with the theory. In this, it is necessary to establish the role played by other fundamental aspects of the learning process, including learner and teacher perspectives, learning strategies, task design and general pedagogical approaches. The first part of this book provides a variety of theoretical approaches to the question of what integration means in CLIL, addressing key skills and competences that are taught and learned in CLIL classrooms, and exploring the role of content and language teachers in achieving an integrated syllabus. The second part takes specific cases and experimental studies conducted at different educational levels and analyses them in the light of theoretical considerations. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781461958802 1461958806 1306578817 9781306578813 9789401210614 9401210616 |
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| 520 | 0 | |a Content and Language Integrated Learning (CLIL) has now become a feature of education in Europe from primary school to university level. CLIL programmes are intended to integrate language and content learning in a process of mutual enrichment. Yet there is little consensus as to how this is to be achieved, or how the outcomes of such programmes should be measured. It is evident that a further type of integration is required: that of bringing the practice of CLIL into closer contact with the theory. In this, it is necessary to establish the role played by other fundamental aspects of the learning process, including learner and teacher perspectives, learning strategies, task design and general pedagogical approaches. The first part of this book provides a variety of theoretical approaches to the question of what integration means in CLIL, addressing key skills and competences that are taught and learned in CLIL classrooms, and exploring the role of content and language teachers in achieving an integrated syllabus. The second part takes specific cases and experimental studies conducted at different educational levels and analyses them in the light of theoretical considerations. | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Title Page; Copyright Page; Contents; Introduction; Part one Integration in theory: Conceptual approaches; 1. Teaching (in) the foreign language in a CLIL context: Towards a new approach; 2. The roots of CLIL: Language as the key to learning in the primary classroom; 3. Strategic instruction in primary education: A pathway tosuccessful learning in content-based contexts; 4. Evaluating a CLIL student: Where to find the CLILadvantage; Part two Integration in practice: The classroom perspective. | |
| 505 | 8 | |a 5. Prospective CLIL and non-CLIL students' interest in English(classes): A quasi-experimental study on German sixth-graders6. Addressing our students' needs: Combined task-based andproject-based methodology in second language and CLIL courses; 7. Learning processes in CLIL: Opening the door to innovation; 8. Content versus language teacher: How are CLIL studentsaffected?; 9. Identifying student needs in English-medium university courses; 10. CLIL at university: Transversal integration of Englishlanguage and content in the curriculum; Directory of CLIL projects and resources; Index. | |
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| contents | Cover; Title Page; Copyright Page; Contents; Introduction; Part one Integration in theory: Conceptual approaches; 1. Teaching (in) the foreign language in a CLIL context: Towards a new approach; 2. The roots of CLIL: Language as the key to learning in the primary classroom; 3. Strategic instruction in primary education: A pathway tosuccessful learning in content-based contexts; 4. Evaluating a CLIL student: Where to find the CLILadvantage; Part two Integration in practice: The classroom perspective. 5. Prospective CLIL and non-CLIL students' interest in English(classes): A quasi-experimental study on German sixth-graders6. Addressing our students' needs: Combined task-based andproject-based methodology in second language and CLIL courses; 7. Learning processes in CLIL: Opening the door to innovation; 8. Content versus language teacher: How are CLIL studentsaffected?; 9. Identifying student needs in English-medium university courses; 10. CLIL at university: Transversal integration of Englishlanguage and content in the curriculum; Directory of CLIL projects and resources; Index. |
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| oclc_num | 876717213 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EDU |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Rodopi B.V., |
| record_format | marc |
| series | Utrecht studies in language and communication ; |
| series2 | Utrecht Studies in Language and Communication ; |
| spelling | Integration of theory and practice in CLIL / Ruth Breeze. Amsterdam : Rodopi B.V., 2014. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Utrecht Studies in Language and Communication ; 28 Includes bibliographical references and index. Content and Language Integrated Learning (CLIL) has now become a feature of education in Europe from primary school to university level. CLIL programmes are intended to integrate language and content learning in a process of mutual enrichment. Yet there is little consensus as to how this is to be achieved, or how the outcomes of such programmes should be measured. It is evident that a further type of integration is required: that of bringing the practice of CLIL into closer contact with the theory. In this, it is necessary to establish the role played by other fundamental aspects of the learning process, including learner and teacher perspectives, learning strategies, task design and general pedagogical approaches. The first part of this book provides a variety of theoretical approaches to the question of what integration means in CLIL, addressing key skills and competences that are taught and learned in CLIL classrooms, and exploring the role of content and language teachers in achieving an integrated syllabus. The second part takes specific cases and experimental studies conducted at different educational levels and analyses them in the light of theoretical considerations. Print version record. Cover; Title Page; Copyright Page; Contents; Introduction; Part one Integration in theory: Conceptual approaches; 1. Teaching (in) the foreign language in a CLIL context: Towards a new approach; 2. The roots of CLIL: Language as the key to learning in the primary classroom; 3. Strategic instruction in primary education: A pathway tosuccessful learning in content-based contexts; 4. Evaluating a CLIL student: Where to find the CLILadvantage; Part two Integration in practice: The classroom perspective. 5. Prospective CLIL and non-CLIL students' interest in English(classes): A quasi-experimental study on German sixth-graders6. Addressing our students' needs: Combined task-based andproject-based methodology in second language and CLIL courses; 7. Learning processes in CLIL: Opening the door to innovation; 8. Content versus language teacher: How are CLIL studentsaffected?; 9. Identifying student needs in English-medium university courses; 10. CLIL at university: Transversal integration of Englishlanguage and content in the curriculum; Directory of CLIL projects and resources; Index. English. Language and languages Study and teaching Europe. Langage et langues Étude et enseignement Europe. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Language and languages Study and teaching fast Europe fast https://id.oclc.org/worldcat/entity/E39PBJxCxPbbk4CPJDQJb4r6rq Electronic book. Breeze, Ruth, editor. http://id.loc.gov/authorities/names/nb2012015358 has work: Integration of theory and practice in CLIL (Text) https://id.oclc.org/worldcat/entity/E39PCGwbFfRDFhw6h3y7gKvv9C https://id.oclc.org/worldcat/ontology/hasWork Print version: Integration of theory and practice in CLIL 9789042038141 (OCoLC)871243536 Utrecht studies in language and communication ; 28. http://id.loc.gov/authorities/names/n95106347 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=704511 Volltext |
| spellingShingle | Integration of theory and practice in CLIL / Utrecht studies in language and communication ; Cover; Title Page; Copyright Page; Contents; Introduction; Part one Integration in theory: Conceptual approaches; 1. Teaching (in) the foreign language in a CLIL context: Towards a new approach; 2. The roots of CLIL: Language as the key to learning in the primary classroom; 3. Strategic instruction in primary education: A pathway tosuccessful learning in content-based contexts; 4. Evaluating a CLIL student: Where to find the CLILadvantage; Part two Integration in practice: The classroom perspective. 5. Prospective CLIL and non-CLIL students' interest in English(classes): A quasi-experimental study on German sixth-graders6. Addressing our students' needs: Combined task-based andproject-based methodology in second language and CLIL courses; 7. Learning processes in CLIL: Opening the door to innovation; 8. Content versus language teacher: How are CLIL studentsaffected?; 9. Identifying student needs in English-medium university courses; 10. CLIL at university: Transversal integration of Englishlanguage and content in the curriculum; Directory of CLIL projects and resources; Index. Language and languages Study and teaching Europe. Langage et langues Étude et enseignement Europe. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Language and languages Study and teaching fast |
| title | Integration of theory and practice in CLIL / |
| title_auth | Integration of theory and practice in CLIL / |
| title_exact_search | Integration of theory and practice in CLIL / |
| title_full | Integration of theory and practice in CLIL / Ruth Breeze. |
| title_fullStr | Integration of theory and practice in CLIL / Ruth Breeze. |
| title_full_unstemmed | Integration of theory and practice in CLIL / Ruth Breeze. |
| title_short | Integration of theory and practice in CLIL / |
| title_sort | integration of theory and practice in clil |
| topic | Language and languages Study and teaching Europe. Langage et langues Étude et enseignement Europe. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Language and languages Study and teaching fast |
| topic_facet | Language and languages Study and teaching Europe. Langage et langues Étude et enseignement Europe. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Language and languages Study and teaching Europe Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=704511 |
| work_keys_str_mv | AT breezeruth integrationoftheoryandpracticeinclil |