CLIL, 'a dual-focussed educational approach in which an additional language is used for the learning and teaching of both content and language' can be viewed as an example of curricular integration. This publication is one example of how this is being achieved. It serves to articulate why, and how, good practice can lead to the positive outcomes increasingly reported across Europe. It results from selected presentations given at the Helsinki CLIL 2006 conference «CLIL Competence Building for Globalization: Quality in Teaching Through a Foreign Language». The 28 contributions to this book, which originate from countries across the European Union, are divided into six sections covering classroom practice, evaluation, research, and programme management.
Rezensionen / Stimmen
«This is without doubt a highly successful book, clearly identifying problems with CLIL (lack of recognition, financial support, funding and administrative support). The authors reflect on ways the system could be improved (more teacher training, introducing professional development programmes, experimental projects, taking a new look at school learning, etc. (TBa, Bulletin Quotidien Europe)
Reihe
Sprache
Verlagsort
Frankfurt a.M.
Deutschland
Zielgruppe
Editions-Typ
Produkt-Hinweis
Broschur/Paperback
Klebebindung
Illustrationen
num. fig., tables and graphs
Maße
Höhe: 21 cm
Breite: 14.8 cm
Gewicht
ISBN-13
978-3-631-56905-4 (9783631569054)
Schweitzer Klassifikation
The Editors: David Marsh is a specialist in Applied Linguistics at the University of Jyväskylä (Finland). His main research interests are pragmatics, language teaching and learning, and the impact of forms of bilingual education.
Dieter Wolff is professor emeritus for Applied Psycholinguistics at the University of Wuppertal (Germany). His main research interests are language processing in a second language, language teaching and learning in instructed contexts and bilingual education.
Contents: Dieter Wolff: CLIL: bridging the gap between school and working life - Hugo Baetens Beardsmore: The working life perspective - María Jesús Frigols Martin/David Marsh/John Naysmith: Competence-building for teachers of CLIL: vocational education - Do Coyle: The CLIL quality challenge - Peeter Mehisto: What a school needs to consider before launching a CLIL programme: the Estonian Experience - Mary Chopey-Paquet/Nicole Amory-Bya: «Mission CLIL-possible»: the quest to generate and support good CLIL practice in francophone Belgian state comprehensive catholic secondary schools - Emma Dafouz/Begoña Núñez/Carmen Sancho/Diana Foran: Integrating CLIL at the tertiary level: teachers' and students' reactions - Marisa Carrió Pastor/Ana Gimeno Sanz: Content and Language Integrated Learning in a technical higher education environment - Britta Hufeisen: Multilingualism (plurilingualism) in Europe and multiple language acquisition - Federica Ricci Garotti: Five methodological research questions for CLIL - Rolf Wiesemes: Developing an expanded methodology for CLIL classroom research: CLIL classroom case studies - Carmel Mary Coonan: How are students engaged in subject learning through the foreign language? Activities for learning in a CLIL environment - Annavaleria Guazzieri: Participation in CLIL: cooperative learning in CLIL - Piet Van de Craen/Evy Ceuleers/Katrien Mondt: Cognitive development and bilingualism in primary schools: teaching maths in a CLIL environment - Christiane Dalton-Puffer: Academic language functions in a CLIL environment - Erwin M. Gierlinger: The three pillars of modular CLIL: findings from an Austrian research project - Ana Llinares/Emma Dafouz/Rachel Whittaker: A linguistic analysis of compositions written by Spanish learners of social sciences in CLIL contexts - Liss Kerstin Sylvén: Swedish CLIL students' extracurricular contact with English and its relation to classroom activities - Heini-Marja Järvinen: Language in Content and Language Integrated Learning (CLIL) - Francisco Lorenzo: The interface of language and content in CLIL courses - implications for curriculum organization in an European context - Graziano Serragiotto: Assessment and evaluation in CLIL - Teresina Barbero: CLIL in scientific fields: from teaching language to learning activities - Francesca Costa/Manuela Mariani: Drama and CLIL - Diana Foran-Storer: Teaching technical English at the tertiary and professional level: content-based cooperative learning under the CLIL umbrella - George Hondris/Ioannis Vlahavas/Stavros Demetriadis: Negotiation of meaning and digital textbooks in the CLIL classroom - Lea Moua/Anna Lindholm: Competence-building of teaching staff through autonomous and in-service education: the CLILCOM virtual learning environment - Henny Rönneper: CertiLingua - Excellence label of plurilingual, European and international competences - Gisella Langé: Postscript to CLIL 2006 and future action.
