The Psychological Experience of Integrating Content and Language /

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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Bibliographic Details
Superior document:Title is part of eBook package: De Gruyter DG Plus PP Package 2021 Part 2
MitwirkendeR:
Arshad, Victor,
Banegas, Darío Luis,
Dafouz, Emma,
Dalton-Puffer, Christiane,
Gierlinger, Erwin M.,
Gruber, Marie-Theres,
Hofstadler, Nicole,
Hüttner, Julia,
Jin, Jun,
Lyster, Roy,
Lämmerer, Anita,
Mahalingappa, Laura,
Mercer, Sarah,
Milla, Ruth,
Muñoz, Antonio Jiménez,
Mäntylä, Katja,
Nishida, Rieko,
Pappa, Sotiria,
Parry, Nia Mererid,
Pilar García Mayo, María del,
Pinner, Richard S.,
Polat, Nihat,
Read Talbot, Kyle,
Roiha, Anssi,
Smit, Ute,
Talbot, Kyle Read,
Thomas, Enlli Môn,
HerausgeberIn:
Gruber, Marie-Theres,
Nishida, Rieko,
Talbot, Kyle Read,
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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Table of Contents:
  • 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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