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    Conclusion: language competence, learning and pedagogy in CLIL - deepening and broadening integration

    Leung, C. and Morton, Thomas (2016) Conclusion: language competence, learning and pedagogy in CLIL - deepening and broadening integration. In: Nikula, T. and Dafouz, E. and Moore, P. and Smit, U. (eds.) Conceptualising Integration in CLIL and Multilingual Education. Bristol, UK: Channel View Publications, pp. 235-248. ISBN 9781783096138.

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    Abstract

    Book synopsis: Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical and personal aspects of integration also need to be considered.

    Metadata

    Item Type: Book Section
    School: Birkbeck Schools and Departments > School of Social Sciences, History and Philosophy > Applied Linguistics and Communication
    Depositing User: Administrator
    Date Deposited: 05 Jul 2017 14:46
    Last Modified: 05 Jul 2017 14:46
    URI: http://eprints.bbk.ac.uk/id/eprint/19108

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