Conceptualising Integration in CLIL and Multilingual Education /

Conceptualising Integration in CLIL and Multilingual Education / / ed. by Tarja Nikula, Emma Dafouz, Pat Moore, Ute Smit.

Content 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 conceptua...

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Superior document:Title is part of eBook package: De Gruyter MultiLingual Matters Complete eBook-Package 2016
MitwirkendeR:
Barwell, Richard,
Berger, Angela,
Bovellan, Eveliina,
Dafouz, Emma,
Dalton-Puffer, Christiane,
Graaff, Rick de,
Hüttner, Julia,
Jakonen, Teppo,
Leung, Constant,
Llinares, Ana,
Lorenzo, Francisco,
Moore, Pat,
Morton, Tom,
Nikula, Tarja,
Skinnari, Kristiina,
Smit, Ute,
HerausgeberIn:
Dafouz, Emma,
Moore, Pat,
Nikula, Tarja,
Smit, Ute,
Place / Publishing House:Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2016]
©2016
Year of Publication:2016
Language:English
Series:Bilingual Education & Bilingualism
Online Access:
Physical Description:1 online resource
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Table of Contents:
  • Frontmatter
  • Contents
  • Contributors
  • Acknowledgements
  • Foreword: Integrating Content and Language in Education: Best of Both Worlds?
  • More Than Content and Language: The Complexity of Integration in CLIL and Bilingual Education
  • Part 1: Curriculum and Pedagogy Planning
  • 1. Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct
  • 2. Historical Literacy in CLIL: Telling the Past in a Second Language
  • 3. Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem-Solving Processes in English as a Foreign Language
  • 4. A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics Classrooms
  • Part 2: Participants
  • 5. University Teachers' Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings
  • 6. CLIL Teachers' Beliefs about Integration and about Their Professional Roles: Perspectives from a European Context
  • Part 3: Practices
  • 7. Integration of Language and Content Through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective
  • 8. Teacher and Student Evaluative Language in CLIL Across Contexts: Integrating SFL and Pragmatic Approaches
  • 9. Translanguaging in CLIL Classrooms
  • Conclusion: Language Competence, Learning and Pedagogy in CLIL - Deepening and Broadening Integration
  • References
  • Index

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