Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers [PDF]
, 2019 Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP.
Wang , Yi, Wang, Jing, Wang, Lisha
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CLIL in Pharmacy: A case of collaboration between content and language lecturers [PDF]
, 2013 This paper documents a collaborative work between content and language lecturers for CLIL at a Spanish university. It focuses on the perspectives and concerns of ten Pharmacy lecturers who integrate credits in English within their content subjects, as ...
Woźniak, Monika
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Motivation in English-Medium Instruction in a Japanese University : Exploring Better Pedagogical Practices from the Perspective of Self-Determination Theory [PDF]
, 2019 関西大
Kojima Naoko, 小島 直子
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Review of Learning strategy instruction in the language classroom: Issues and implementation; Editors: Anna Uhl Chamot, Vee Harris; Publisher: Multilingual Matters, 2019; ISBN: 9781788923392; Pages: 296 [PDF]
, 2019 The book Learning Strategy Instruction in the Language Classroom: Issues and Implementation, edited by Anna Uhl Chamot and Vee Harris, touches upon crucial issues pertaining to language learning strategies (LLS) and language learning strategy instruction
Trendak, Olga
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PERCEPTIONS OF THE NON-ENGLISH DEPARTMENT LECTURERS TOWARDS CLIL IN HIGHER EDUCATION
JALL (Journal of Applied Linguistics and Literacy), 2017 Content and Language Integrated Learning (CLIL) is an approach to learning activity that uses foreign language as a medium for learning content so that the competence on the language and the subject area content can be achieved simultaneously.
Fitri Budi Suryani
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CLIL Pedagogy. Textual Heterogeneity in CLIL Texts
RATE Issues, 2020 A good teacher will always be open to new methods and from my perspective undestanding culturally and integrating a Content and Language Integrated Learning (CLIL) pedagogy will defintitely develop learners’intercultural undestanding.It is needed tocontribute to the wider discussion on the importance of developing learners’ intercultural understanding ...
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Assessment issues in CLIL and the Polish perspective
JęzykoznawstwoThe aim of this paper is to discuss selected CLIL assessment issues, which are juxtaposed with the Polish perspective. To achieve the aforementioned aim, first brief characteristic of CLIL is provided, including the role of non-linguistic content, the ...
Agnieszka Borowiak
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Phonological acquisition in CLIL- and non-CLIL-education
, 2016 Research on Content and Language Integrated Learning demonstrates that CLIL learners outperform non-CLIL learners with regard to spoken skills and oral proficiency, but that there is a discrepancy between CLIL learners’ receptive and productive skills (Dalton Puffer 2008, Lasagabaster 2008, Lord 2010, Ruiz de Zarobe 2011): CLIL leads to native levels ...
Rasier, Laurent +2 more
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Zeitschrift für Interkulturellen Fremdsprachenunterricht, 2015 Der Beitrag formuliert die Sprachlernbedingungen und die Leitlinien des Sprachlernens im Fach und nennt Merkmale des guten integrierten Fach- und Sprachlehrens.
Josef Leisen
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The CLIL Pedagogical Approach - Challenges for the Professional Development of Foreign Language Teachers of Young Learners [PDF]
Revija za Elementarno Izobraževanje, 2015 In this paper we are interested in knowing which options teachers attribute to CLIL providers, including modern didactic concepts of teaching and learning foreign languages, which are also based on the curriculum for foreign languages in the 2nd and 3rd ...
Katica Pevec Semec
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