Integration of theory and practice in CLIL / / edited by Ruth Breeze [and three others].

• Superior document: Utrecht Studies in Language and Communication ; 28
• TeilnehmendeR: Breeze, Ruth,
• Place / Publishing House: Amsterdam, Netherlands : : Rodopi,, 2014.; ©2014
• Year of Publication: 2014
• Language: English
• Series: Utrecht studies in language and communication ; 28.
• Physical Description: 1 online resource (202 p.)
• Notes: Includes index.
• Other title: Preliminary Material --; Teaching (in) the foreign language in a CLIL context: Towards a new approach /; The roots of CLIL: Language as the key to learning in the primary classroom /; Strategic instruction in primary education: A pathway to successful learning in content-based contexts /; Evaluating a CLIL student: Where to find the CLIL advantage /; Prospective CLIL and non-CLIL students’ interest in English (classes): A quasi-experimental study on German sixth-graders /; Addressing our students’ needs: Combined task-based and project-based methodology in second language and CLIL courses /; Learning processes in CLIL: Opening the door to innovation /; Content versus language teacher: How are CLIL students affected? /; Identifying student needs in English-medium university courses /; CLIL at university: Transversal integration of English language and content in the curriculum /; Directory of CLIL projects and resources --; Index.
• Bibliography: Includes bibliographical references and index.
• ISBN: 1461958806; 9401210616
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Ruth Breeze [and three others].

Content and Language Integrated Learning (CLIL) has now become a feature of education in Europe from primary school to university level. CLIL programmes are intended to integrate language and content learning in a process of mutual enrichment. Yet there is little consensus as to how this is to be achieved, or how the outcomes of such programmes should be measured. It is evident that a further type of integration is required: that of bringing the practice of CLIL into closer contact with the theory. In this, it is necessary to establish the role played by other fundamental aspects of the learning process, including learner and teacher perspectives, learning strategies, task design and general pedagogical approaches. The first part of this book provides a variety of theoretical approaches to the question of what integration means in CLIL, addressing key skills and competences that are taught and learned in CLIL classrooms, and exploring the role of content and language teachers in achieving an integrated syllabus. The second part takes specific cases and experimental studies conducted at different educational levels and analyses them in the light of theoretical considerations.