The Psychological Experience of Integrating Content and Language / / ed. by Kyle Read Talbot, Marie-Theres Gruber, Rieko Nishida.
This book explores the psychology of teaching and learning a subject through a second or other language. It highlights the challenges and benefits of teaching and learning in integrated content and language settings and covers themes such as identity, self-concept, cognition, beliefs, well-being, in...
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Superior document: | Title is part of eBook package: De Gruyter DG Plus PP Package 2021 Part 2 |
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MitwirkendeR: | |
HerausgeberIn: | |
Place / Publishing House: | Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2021] ©2021 |
Year of Publication: | 2021 |
Language: | English |
Series: | Psychology of Language Learning and Teaching ;
12 |
Online Access: | |
Physical Description: | 1 online resource (328 p.) |
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Other title: | Frontmatter -- Contents -- Tables and Figures -- External Reviewers -- Abbreviations -- Contributors -- Acknowledgments -- 1 Introduction -- 2 Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland -- 3 EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education -- 4 CLIL as a Vehicle for a Positive English Selfconcept: An Analysis of One Former Student’s Life Course -- 5 Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example -- 6 From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape -- 7 Teachers’ and Learners’ Beliefs about Corrective Feedback Compared with Teachers’ Practices in CLIL and EFL -- 8 ‘So, after a Week, I Became a Teacher of English’: Physics Lecturers’ Beliefs on the Integration of Content and Language in English-Medium Higher Education -- 9 Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria -- 10 ‘It Wasn’t My Fault’: Lecturers’ Notes to Former Selves after Five Years of EMI Service -- 11 L2 Confidence in CLIL Teaching: A Tale of Two Teachers -- 12 Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales -- 13 Professional Development in Action: Teachers’ Experiences in Learning to Bridge Language and Content -- 14 A Longitudinal Study of Japanese Tertiary Students’ Motivation, Perceived Competency and Classroom Dynamics in Soft-CLIL -- 15 Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina -- 16 Conclusion: Challenges, Opportunities, Implications and Future Directions -- Index |
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Summary: | This book explores the psychology of teaching and learning a subject through a second or other language. It highlights the challenges and benefits of teaching and learning in integrated content and language settings and covers themes such as identity, self-concept, cognition, beliefs, well-being, interventions and professional development. |
Format: | Mode of access: Internet via World Wide Web. |
ISBN: | 9781788924306 9783110743357 9783110754001 9783110753776 9783110754117 9783110753882 9783110743333 9783110746006 |
DOI: | 10.21832/9781788924306 |
Access: | restricted access |
Hierarchical level: | Monograph |
Statement of Responsibility: | ed. by Kyle Read Talbot, Marie-Theres Gruber, Rieko Nishida. |