標(biāo)題: Titlebook: Content and Language Integrated Learning in Monolingual Settings; New Insights from th María Luisa Pérez Ca?ado Book 2021 Springer Nature S [打印本頁(yè)] 作者: Disclose 時(shí)間: 2025-3-21 18:11
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作者: 裂口 時(shí)間: 2025-3-22 00:08
Characterising Representative CLIL Practices: An Andalusian Case Study, conceptualisation and pedagogical implementation have of late started to be questioned and are considered as excessively vague and ambiguous, since CLIL is held to encompass too broad an array of possible programme alternatives, thus making its exact limits very difficult to pin down. Thus, we need作者: palette 時(shí)間: 2025-3-22 00:48 作者: Mets552 時(shí)間: 2025-3-22 05:42 作者: 新星 時(shí)間: 2025-3-22 11:05 作者: CLAIM 時(shí)間: 2025-3-22 15:19 作者: CLAIM 時(shí)間: 2025-3-22 20:09
The Impact of CLIL on FL Grammar and Vocabulary,attainment regarding grammar and vocabulary in seven bilingual public schools and one non-bilingual charter school in the province of Seville. Intergroup comparisons are carried out across the different schools and discriminant analyses are performed with all the intervening variables of the study (作者: 發(fā)怨言 時(shí)間: 2025-3-22 23:50
The Effects of CLIL on FL Learning: A Longitudinal Study,udents in seven public and private schools situated in the Spanish monolingual community of Andalusia, more concretely in the province of Jaén. This research aims at evaluating the impact of CLIL on the development of 223 students’ English linguistic competence by assessing their attainment in gramm作者: 尖 時(shí)間: 2025-3-23 03:06
The Effects of CLIL on Subject Matter Learning: The Case of Science in Primary and Secondary Educaton content learning. It was carried out with a total of ten schools (in Primary and Secondary Education) and 318 students in public bilingual and charter non-bilingual schools in the autonomous community of Extremadura. Students’ performance in the subjects of Science in Primary Education and Natura作者: Spartan 時(shí)間: 2025-3-23 08:56
,Advancing CLIL as Bilingual Pedagogy and Performance in Spain: A Commentary from ‘el Otro Lado del CLIL characteriszation, implementation, and research in light of the state-of-the-art work presented in this timely edited volume. In asserting how this work advances CLIL as bilingual pedagogy and performance, Aquino-Sterling outlines how Pérez-Ca?ado and colleagues, by virtue of their sound and c作者: collagen 時(shí)間: 2025-3-23 11:11 作者: OGLE 時(shí)間: 2025-3-23 15:24 作者: 磨碎 時(shí)間: 2025-3-23 18:56 作者: Generator 時(shí)間: 2025-3-24 01:53 作者: 到婚嫁年齡 時(shí)間: 2025-3-24 02:23
https://doi.org/10.1007/978-1-4939-1698-6es the ten chapters and four blocks into which the book is structured and illustrates how they provide updated insights into CLIL characterisation, implementation, and research from a multifaceted perspective.作者: 一個(gè)姐姐 時(shí)間: 2025-3-24 10:18
Quantile and Expectile Regression a powerful pedagogical force for advancing diversity, equity, and inclusion within Spain’s culturally and linguistically diverse classroom contexts. Drawing on the critical multilingual tradition in Spain, the author frames CLIL within its continued potential to serve as a humanising and socially engaged bilingual pedagogy for all.作者: hauteur 時(shí)間: 2025-3-24 14:08
,Advancing CLIL as Bilingual Pedagogy and Performance in Spain: A Commentary from ‘el Otro Lado del a powerful pedagogical force for advancing diversity, equity, and inclusion within Spain’s culturally and linguistically diverse classroom contexts. Drawing on the critical multilingual tradition in Spain, the author frames CLIL within its continued potential to serve as a humanising and socially engaged bilingual pedagogy for all.作者: 斗爭(zhēng) 時(shí)間: 2025-3-24 15:21
Book 2021itioners as it will?assist?them in making informed decisions about how to characterise, implement, and investigate CLIL in the bi- and plurilingual programs that are more frequently introduced in monolingual contexts.???.作者: 憤憤不平 時(shí)間: 2025-3-24 19:51 作者: Decline 時(shí)間: 2025-3-25 03:09 作者: 接合 時(shí)間: 2025-3-25 06:31
Multilingual Educationhttp://image.papertrans.cn/c/image/236802.jpg作者: erythema 時(shí)間: 2025-3-25 11:25 作者: indicate 時(shí)間: 2025-3-25 14:25 作者: 壓迫 時(shí)間: 2025-3-25 16:34
https://doi.org/10.1007/978-1-4939-1698-6 conceptualisation and pedagogical implementation have of late started to be questioned and are considered as excessively vague and ambiguous, since CLIL is held to encompass too broad an array of possible programme alternatives, thus making its exact limits very difficult to pin down. Thus, we need作者: Canyon 時(shí)間: 2025-3-25 21:44
Ivelin A. Mollov,Dilian G. Georgiev D.Sc.rly in monolingual contexts in Spain. The issue of whether CLIL is bilingual education, of whether the schools where it is implemented are truly bilingual, and whether students who attend them can be expected to attain a balanced bilingualism has sparked off heated debate. This chapter seeks to shed作者: Cultivate 時(shí)間: 2025-3-26 02:58 作者: byline 時(shí)間: 2025-3-26 06:16 作者: CUMB 時(shí)間: 2025-3-26 11:36
https://doi.org/10.1007/978-1-4939-2004-4development and achievement. In light of contradictory evidence, the present investigation set out to investigate this controversial issue in a specific monolingual context (Andalusia, Spain); additionally it attempted to fill some voids in the literature concerning the impact of intervening variabl作者: Arthritis 時(shí)間: 2025-3-26 13:49 作者: MOAT 時(shí)間: 2025-3-26 20:08
Constrained Additive Ordinationudents in seven public and private schools situated in the Spanish monolingual community of Andalusia, more concretely in the province of Jaén. This research aims at evaluating the impact of CLIL on the development of 223 students’ English linguistic competence by assessing their attainment in gramm作者: dowagers-hump 時(shí)間: 2025-3-26 23:50 作者: COLON 時(shí)間: 2025-3-27 02:43 作者: expdient 時(shí)間: 2025-3-27 07:20 作者: Estimable 時(shí)間: 2025-3-27 12:41 作者: 割公牛膨脹 時(shí)間: 2025-3-27 16:43
Characterising Representative CLIL Practices: An Andalusian Case Study,inguistic Area subjects taught in English with a CLIL methodology have been observed and the linguistic, methodological, and organisational traits of CLIL are here described with a representative sample in the provinces of Jaén and Granada vis-à-vis the seven main fields of interest which have been 作者: –LOUS 時(shí)間: 2025-3-27 18:31 作者: SENT 時(shí)間: 2025-3-28 00:54 作者: 代理人 時(shí)間: 2025-3-28 05:48
Investigating the Effects of CLIL on Language Attainment: Instrument Design and Validation, and it can only ensue from the employment of empirically valid and reliable instruments such as those presented herein. The latter data will be crucial to fine-tune, reengineer or revamp CLIL implementation in order to keep it on track.作者: 手榴彈 時(shí)間: 2025-3-28 08:34 作者: insightful 時(shí)間: 2025-3-28 12:18
The Effects of CLIL on FL Learning: A Longitudinal Study, of both CLIL and non-CLIL students in the different educational levels in terms of the linguistic components and skills. Discriminant analyses are finally carried out taking into account all the intervening variables considered in the study, with the objective of determining if CLIL is actually res作者: Prostaglandins 時(shí)間: 2025-3-28 18:28
The Effects of CLIL on Subject Matter Learning: The Case of Science in Primary and Secondary Educatther variables account for a greater proportion of the variance. The statistical analysis confirms the positive effects of CLIL on content subject learning, showing that bilingually educated students outperform monolingually educated ones at both educational stages, although this difference is clear作者: Omniscient 時(shí)間: 2025-3-28 19:22 作者: Palter 時(shí)間: 2025-3-29 01:53
2213-3208 plement, and investigate CLIL in the bi- and plurilingual programs that are more frequently introduced in monolingual contexts.???.978-3-030-68331-3978-3-030-68329-0Series ISSN 2213-3208 Series E-ISSN 2213-3216 作者: Proclaim 時(shí)間: 2025-3-29 05:54 作者: 管理員 時(shí)間: 2025-3-29 07:47
Ivelin A. Mollov,Dilian G. Georgiev D.Sc. not hinder intelligibility. However, despite their seemingly contradictory nature, this chapter contends that both approaches are in fact compatible, parallel, and can be taught in connection to each other. After defining CLIL and ELF, the chapter expounds on the main commonalities which can be det作者: ellagic-acid 時(shí)間: 2025-3-29 12:06 作者: 品牌 時(shí)間: 2025-3-29 19:06
Maria Ballester,Fernando Rodríguez and it can only ensue from the employment of empirically valid and reliable instruments such as those presented herein. The latter data will be crucial to fine-tune, reengineer or revamp CLIL implementation in order to keep it on track.作者: 樂(lè)器演奏者 時(shí)間: 2025-3-29 23:04
https://doi.org/10.1007/978-1-4939-2004-4h Grade Primary school students aged 11–12 and 473 (65.7%), 4th Grade Compulsory Secondary Education school students aged?15–16. Results indicate that the curricular competence in Spanish (L1) of CLIL students was not negatively affected when L1 school grades are compared to those of their peers in 作者: 周年紀(jì)念日 時(shí)間: 2025-3-30 01:58
Constrained Additive Ordination of both CLIL and non-CLIL students in the different educational levels in terms of the linguistic components and skills. Discriminant analyses are finally carried out taking into account all the intervening variables considered in the study, with the objective of determining if CLIL is actually res作者: neutrophils 時(shí)間: 2025-3-30 08:02
Constrained Additive Ordinationther variables account for a greater proportion of the variance. The statistical analysis confirms the positive effects of CLIL on content subject learning, showing that bilingually educated students outperform monolingually educated ones at both educational stages, although this difference is clear
