Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts
Lin, Angel M.Y.
Produktnummer:
183411e31063174c6a8a7252896f744da0
Autor: | Lin, Angel M.Y. |
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Themengebiete: | Applied Linguistics Bilingual Education Content-based Instruction Content and Language Integrated Learning English as an Additional Language Immersion Education Language Across the Curriculum contextualized language teaching english langauge education language-in-education policy |
Veröffentlichungsdatum: | 23.09.2016 |
EAN: | 9789811018008 |
Sprache: | Englisch |
Seitenzahl: | 251 |
Produktart: | Kartoniert / Broschiert |
Verlag: | Springer Singapore |
Untertitel: | Theory and Practice |
Produktinformationen "Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts"
This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible “meta-language” (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field. In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators. Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL areoften situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry.

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