| Description |
1 online resource (316 pages) |
| Series |
International perspectives on English language teaching |
|
International perspectives on English language teaching
|
| Contents |
Chapter 1: CLIL: An Overview (Chantal Hemmi and Dario Luis Banegas) -- Section I: CLIL Practices -- Chapter 2: Authenticity and Motivation in CLIL: Creating a Meaningful Purpose by Experiencing the Language in Use (Richard Pinner) -- Chapter 3: Assessing Students Learning of History Content in Spanish CLIL Programmes: A Content and Language Integrated Perspective (Elena del Pozo and Ana Llinares) -- Chapter 4: Current Practice and Challenged of Assessment in CLIL in a Japanese University Context (Takanori Sato, Katsuya Yokomoto and Graham Mackenzie) -- Chapter 5: Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia (Edgar Garzon-Diaz) -- Chapter 6: The Role of the Essential Question in Eliciting Critical Thinking in CLIL Classes at a Japanese University (Hiroko Aikawa, Emi Fukasawa and Chantal Hemmi) -- Chapter 7: Developing Intercultural Competence: A Comparison of CLIL and Language Majors Before and After Industrial Placements (Wenhsien Yang) -- Section II: CLIL Professional Development and Awareness -- Chapter 8: The Role of CLIL in Learning About TESOL: Reflections from an Australian Master of TESOL Course (Marianne Turner) -- Chapter 9: CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts (Maria Luisa Perez Canado) -- Chapter 10: Top-down and Bottom-up CLIL Teacher Development: Lessons Learned from Austrian in-service CLIL Teacher CPD (Andreas Barnthaler and Keith Kelly) -- Chapter 11: Developing the C in Content and Language Integrated Learning: Teacher Preparation that Builds Learners Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training (Margo DelliCarpini) -- Chapter 12: Language-driven CLIL in Primary Education: An Analysis of General English Coursebooks in Argentina (Dario Luis Banegas and Gabriela Tavella) -- Chapter 13: Sistemas Educacionais (SE) and CLIL Developments in Brazil: From Promises to Prospects (Julia Landau, Raul Albuquerque Parana and Savio Siqueira) -- Chapter 14: CLIL: Present and Future (Dario Luis Banegas and Chantal Hemmi) |
| Summary |
This edited book offers culturally-situated, critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings, showcasing authentic examples of how CLIL can be applied to different educational levels from primary to tertiary. The contributors offer a research-based, critical view of CLIL opportunities, challenges and implications in the following areas: teacher education, continuing professional development, assessment, teacher-student dialogue, translanguaging, coursebooks, bilingual education, authenticity, language development and thinking skills. This wide-ranging volume will appeal to students and scholars of English Language Teaching (ELT), language policy and planning, bi- and multilingualism, and applied linguistics more broadly. Chantal Hemmi is an Associate Professor at Sophia University, Japan. Dario Luis Banegas is a Lecturer at the University of Strathclyde and an Associate Fellow at the University of Warwick, UK |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
English language -- Study and teaching -- Foreign speakers.
|
|
English language -- Study and teaching -- Foreign speakers
|
| Form |
Electronic book
|
| Author |
Hemmi, Chantal, editor
|
|
Banegas, Darío Luis, editor
|
| ISBN |
9783030700959 |
|
303070095X |
|
