Integrating language and content in secondary CLIL history: the potential of a genre-based approach
Morton, Tom (2009) Integrating language and content in secondary CLIL history: the potential of a genre-based approach. In: Carrió-Pastor, M. (ed.) Content and Language Integrated Learning: Cultural Diversity. Linguistic Insights 92. Bern: Peter Lang, pp. 133-148. ISBN 9783039118182.
Abstract
Book synopsis: The adoption of Content and Language Integrated Learning (CLIL) in Higher Education teaching has been widespread. This learning strategy has developed the need to learn foreign languages and to communicate with people with different cultural backgrounds. Culture learning should be part of language and content teaching as Higher Education involves language skills, topic comprehension and sociological capabilities. Teachers explore new teaching strategies which imply diverse goals and focus on different cultural backgrounds. The contributions of this book comment the multicultural awareness of the students involved in learning another language and the facts implied in teaching in a multicultural environment.
Metadata
| Item Type: | Book Section |
|---|---|
| School: | Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Creative Arts, Culture and Communication |
| Depositing User: | Sarah Hall |
| Date Deposited: | 15 Mar 2013 13:05 |
| Last Modified: | 09 Aug 2023 12:32 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/6265 |
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