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
大学図書館所蔵 全4件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
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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