Teaching language and content in multicultural and multilingual classrooms : CLIL and EMI approaches
著者
書誌事項
Teaching language and content in multicultural and multilingual classrooms : CLIL and EMI approaches
Palgrave Macmillan, c2021
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
This edited book explores critical issues relating to Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), setting out their similarities and differences to demystify the terms and their implications for classroom practice. The authors show how CLIL and EMI practices are carried out in different institutional contexts and demonstrate how both approaches can benefit language and content acquisition. This book is addressed to second/foreign language teaching staff involved in teaching in English at primary education, secondary education, and higher education levels.
目次
Chapter 1: Introduction (Begona Belles Fortuno).- Chapter 2: CLIL vs EMI: Different Approaches or the Same Dog with a Different Collar? (Maria Luisa Carrio-Pastor).- Chapter 3: 'How Do I Find the Limit?': Risk Management in EMI and CLIL at University (Monika Wozniak and Fiona Crean).- Chapter 4: Can EMI Contribute to Enhancing Lecturers' and Students' Intercultural Competence? (Marta Aguilar).- Chapter 5: Focus on Language in CBI: How Pre-Service Teachers Work with Language Objectives and Language-Focused Activities in Content-Based Lessons (Anna Krulatz).- Chapter 6: Understanding Lecturers' Practices and Processes: An Investigation of English Medium Education in a Spanish Multilingual University (Niall Curry and Pascual Perez-Paredes).- Chapter 7: The Challenges of EMI Courses in Armenian Higher Education Institutions (HEIS) (Zhenya Ter-Vardanyan).- Chapter 8: Improving Second Language Writing Across the Disciplines: Resources for Content Teachers (Renia Lopez-Ozieblo).- Chapter 9: Teaching Foreign Languages and Literatures from an Intercultural Perspective: A Case Study of the Italian Secondary School (Josep Ballester-Roca and Camilla Spaliviero).- Chapter 10: Meta-CLIL: When Methodology and Aim Meet in Initial Teacher Training (Anna Marza).- Chapter 11: CLIL Assessment: Accommodating the Curricular Design in HE (Begona Belles-Fortuno).- Chapter 12: A Vindication for Teaching Teachers: Degrees of Success of Trained vs. Non-Trained School Instructors in the CLIL Classroom (Francisco J. Alvarez Gil).- Chapter 13: Thinking Skills in Exam Models for CLIL Primary Subjects: Some Reflections for Teachers (Maria Angeles Martin del Pozo and Debora Rascon Estebanez).- Chapter 14: Concluding Remarks on Teaching Language and Content in Multilingual Classrooms: CLIL and EMI Approaches (Maria Luisa Carrio-Pastor).
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