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020 _a9789401210614
_q(electronic book)
020 _z9789042038141
_q(print)
024 7 _a10.1163/9789401210614
_2DOI
035 _a(OCoLC)876717213
_z(OCoLC)876340856
_z(OCoLC)878299377
_z(OCoLC)961645339
_z(OCoLC)962624192
_z(OCoLC)994456792
040 _aNL-LeKB
_cNL-LeKB
_erda
043 _ae------
050 4 _aP57.E9
_bI58 2014
072 7 _aP
_2lcco
072 7 _aEDU
_x042000
_2bisacsh
072 7 _aEDU
_x036000
_2bisacsh
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072 7 _aJN
_2bicssc
072 7 _aEDU000000
_2bisacsh
082 0 4 _a418.0071
245 0 0 _aIntegration of theory and practice in CLIL /
_cRuth Breeze.
264 1 _aAmsterdam :
_bRodopi B.V.,
_c2014.
300 _a1 online resource (197 pages) :
_billustrations.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aUtrecht Studies in Language and Communication ;
_v28
504 _aIncludes bibliographical references and index.
505 0 0 _tPreliminary Material --
_tTeaching (in) the foreign language in a CLIL context: Towards a new approach /
_rAna Halbach --
_tThe roots of CLIL: Language as the key to learning in the primary classroom /
_rAoife Ahern --
_tStrategic instruction in primary education: A pathway to successful learning in content-based contexts /
_rYolanda Ruiz de Zarobe and Victoria Zenotz --
_tEvaluating a CLIL student: Where to find the CLIL advantage /
_rJill Surmont , Piet Van de Craen , Esli Struys and Thomas Somers --
_tProspective CLIL and non-CLIL students’ interest in English (classes): A quasi-experimental study on German sixth-graders /
_rDominik Rumlich --
_tAddressing our students’ needs: Combined task-based and project-based methodology in second language and CLIL courses /
_rIgnacio Pérez-Ibáñez --
_tLearning processes in CLIL: Opening the door to innovation /
_rFelipe Jiménez , Agata Muszyńska and Maite Romero --
_tContent versus language teacher: How are CLIL students affected? /
_rDavid Lasagabaster --
_tIdentifying student needs in English-medium university courses /
_rRuth Breeze --
_tCLIL at university: Transversal integration of English language and content in the curriculum /
_rJavier Barbero and Jesús Ángel González --
_tDirectory of CLIL projects and resources --
_tIndex.
506 _aAvailable to subscribing member institutions only.
520 _aContent 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.
546 _aEnglish.
650 0 _aLanguage and languages
_xStudy and teaching
_zEurope.
650 7 _aLanguage and languages
_xStudy and teaching.
_2fast
651 7 _aEurope.
_2fast
655 0 _aElectronic books.
700 1 _aBreeze, Ruth.
776 0 8 _iPrint version:
_tIntegration of theory and practice in CLIL
_z9789042038141
_w(OCoLC)871243536
830 0 _aUtrecht Studies in Language and Communication
_v28.
830 0 _aRodopi Language and Linguistics Special E-Book Collection, 2007-2014, ISBN: 9789004357983.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789401210614
999 _c18050
_d18050