|aConceptualising integration in CLIL and multilingual education /|cedited by Tarja Nikula, Emma Dafouz, Pat Moore and Ute Smit.
|aBristol :|bMultilingual Matters,|cc2016.
|axvi, 276 pages :|billustrations ;|c24 cm.
|aBilingual education & bilingualism ;|v101
|aIncludes bibliographical references and index.
|aCurriculum and Pedagogy Planning -- Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct / Christiane Dalton-Puffer -- Historical Literacy in CLIL: Telling the Past in a Second Language / Francisco Lorenzo, Christiane Dalton-Puffer -- Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem-Solving Processes in English as a Foreign Language / Angela Berger -- A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics Classrooms / Richard Barwell -- Participants -- University Teachers' Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings / Emma Dafouz, Julia Hüttner, Ute Smit -- CLIL Teachers' Beliefs about Integration and about Their Professional Roles: Perspectives from a European Context / Kristiina Skinnari, Eveliina Bovellan -- Practices -- Integration of Language and Content Through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective / Tom Morton, Teppo Jakonen -- Teacher and Student Evaluative Language in CLIL Across Contexts: Integrating SFL and Pragmatic Approaches / Ana Llinares, Tarja Nikula -- Translanguaging in CLIL Classrooms / Pat Moore, Tarja Nikula.
|aContent and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical and personal aspects of integration also need to be considered. Book jacket.
|aLanguage arts (Higher)|xCorrelation with content subjects.
|aLanguage and languages|xStudy and teaching (Higher)