| Description |
x, 250 pages : illustrations ; 25 cm |
| Series |
The Cambridge teacher series |
|
Cambridge teacher series.
|
| Contents |
Contents note continued: 8.Strong leadership is critical for successful dual-language teaching -- Summary -- Three.Snapshots of CLIL -- CLIL in IMM contexts -- Overview -- Rationale -- Inside an IMM classroom -- CLIL in ILS contexts -- Overview -- Dual-language CLIL for minority-language students -- Caveat -- Rationale -- Inside a DL-CLIL classroom -- Monolingual CLIL for minority-language students -- Rationale -- Inside an ML-CLIL classroom -- CLIL in FL contexts -- Rationale -- Inside an FL-CLIL classroom -- CLIL in INT contexts -- Summary -- Four.Planning for content and language integrated instruction -- Preparing school staff and the community for a new CLIL programme -- Organising the curriculum and scheduling -- CLIL programmes that aim for high levels of bilingualism: IMM, ILS and INT contexts -- CLIL programmes that do not aim for high levels of bilingualism: FL-CLIL programmes -- Independence of the FL curriculum -- Pressure from international examinations -- |
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Contents note continued: Balancing direct instruction with discovery of concepts by students -- Useful activities during the focused learning phase -- Extension phase -- Extension-phase activities -- Materials -- Summary -- Six.Coordination and integration: The way we work together -- Coordination involving students -- Coordination among CLIL staff -- Challenges -- Strategies for coordination -- Coordination across grade levels -- Coordination between the CLIL programme and the rest of the school -- Coordination outside of school -- How can students' families and their communities contribute to the learning process? -- The contributions approach -- The additive approach -- Participation of family and community in the school or classroom -- The transformation approach -- How can students contribute to their community? -- The social action approach -- Extending activities into the community -- Activities for extending the unit on renewable energy into the community -- |
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Contents note continued: Seven.Assessment in CLIL classrooms -- Getting started: Identifying your goals for assessment -- Effective assessment -- Unique aspects of assessment in CLIL classrooms -- Alternative assessment tools -- 1.Observation -- 2.Portfolios -- 3.Conferences -- 4.Dialogue journals and learning logs -- Student self-assessment -- Tests -- Test formats -- Summary -- Eight.Summing up -- The eight key principles of CLIL: A checklist for implementation -- Complete CLIL unit planning form: Renewable sources of energy |
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Contents note continued: ILS and INT schools -- Setting objectives -- Primary objectives: Content and language -- Content and language objectives in the four educational contexts -- Secondary objectives -- Cross-linguistic objectives -- Cross-cultural objectives -- General learning skills objectives -- Secondary objectives in the four educational contexts -- Three-phase lesson or unit planning -- The preview phase -- The focused-learning phase -- The extension phase -- Resources -- Human resources: Qualifications of teachers and administrators -- Professional development -- Material resources -- Summary -- Five.Teaching content and language integrated lessons -- The preview phase -- Scaffolding -- Building on prior knowledge -- Building language -- Language use in the four educational contexts -- Using concrete referents -- Preview-phase activities -- Focused-learning phase -- Paying attention to students' language -- |
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Machine generated contents note: One.Introduction -- Bilingualism in the twenty-first century -- A new approach to language instruction -- Educational contexts -- Immersion (IMM) -- Education for immigrant and indigenous-language students (ILS) -- Foreign-language (FL) programmes -- International schools (INT) -- Implementing CLIL in different language contexts -- How teachers plan instruction -- How teachers teach -- How teachers assess -- Special features of the book -- Definition of terms -- Two.Key principles of CLIL -- 1.Additional-language instruction is more effective when integrated with content instruction -- 2.Explicit and systematic language instruction is important -- 3.Student engagement is the engine of learning -- 4.Both languages should have equally high status -- 5.The first language is a tool for additional-language learning -- 6.Classroom-based assessment is critical for programme success -- 7.All children can become bilingual -- |
| Notes |
"Working with Cambridge International Examinations"--Cover |
| Bibliography |
Includes bibliographical references (pages 239-246) and index |
| Subject |
Education, Bilingual.
|
|
Language and education.
|
|
Language and languages -- Study and teaching.
|
| Author |
Hamayan, Else V., author
|
|
University of Cambridge. Local Examinations Syndicate. International Examinations.
|
| LC no. |
2017286090 |
| ISBN |
1316609456 |
|
9781316609453 |
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