標(biāo)題: Titlebook: Content-based Language Learning in Multilingual Educational Environments; Maria Juan-Garau,Joana Salazar-Noguera Book 2015 Springer Intern [打印本頁] 作者: injurious 時間: 2025-3-21 19:11
書目名稱Content-based Language Learning in Multilingual Educational Environments影響因子(影響力)
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書目名稱Content-based Language Learning in Multilingual Educational Environments讀者反饋學(xué)科排名
作者: 蔑視 時間: 2025-3-21 21:02 作者: mosque 時間: 2025-3-22 01:20
Product Planning and Systems Engineering,ct matter in the first language and the second language and (3) to analyse the effect of integrated classroom pedagogies on this approach. This will provide new insights on the influence of CLIL instruction on content and language acquisition, a field that needs further research.作者: Lethargic 時間: 2025-3-22 04:59 作者: parasite 時間: 2025-3-22 09:20 作者: 金桌活畫面 時間: 2025-3-22 15:38 作者: 金桌活畫面 時間: 2025-3-22 18:59 作者: 的’ 時間: 2025-3-22 23:00
Maria Juan-Garau,Joana Salazar-NogueraExpands existing evidence-based research on CLIL outcomes.Reports on bi/multilingual students learning an additional language through CLIL.Uncovers the effects of CLIL on communicative skills and affe作者: Thymus 時間: 2025-3-23 03:47
Educational Linguisticshttp://image.papertrans.cn/c/image/236817.jpg作者: Arresting 時間: 2025-3-23 08:47 作者: FEAS 時間: 2025-3-23 12:43
978-3-319-34328-0Springer International Publishing Switzerland 2015作者: 是突襲 時間: 2025-3-23 14:29
https://doi.org/10.1007/978-1-84628-965-1content-based language teaching (CBLT) in some of the various forms it takes, particularly content and language integrated learning (CLIL). In so doing, we intend to set the scene for the present volume, which is divided into two parts. Part I provides an overview of current studies of multilinguali作者: infatuation 時間: 2025-3-23 18:49 作者: reception 時間: 2025-3-24 00:42
Assessing Relative Brand Value,to. This idea has been extremely well captured by one of the central planks in the strategy, the Content and Language Integrated Learning (CLIL) approach at primary and secondary educational levels, which has quickly become popular both top-down and bottom-up. CLIL has its natural continuation at un作者: arthrodesis 時間: 2025-3-24 04:00
Product Planning and Systems Engineering,e. In order to do so, several bi- or multilingual programmes have been implemented as a means of teaching an additional language through curriculum instruction. The aim of this chapter is to look at recent research on content-based education and to analyse the implications of its findings. Our objec作者: 阻撓 時間: 2025-3-24 09:37 作者: intention 時間: 2025-3-24 13:35
Analyzing Stated Choice Surveys, early start in a naturalistic setting are not similarly found in instructed settings. This may be explained by limitations in the quantity and quality of the input learners are exposed to. In a Content and Language Integrated Learning (CLIL) programme, learners are exposed to more input than in a r作者: 巧辦法 時間: 2025-3-24 18:27
Revealed Values: Minivan Trends,d in these chapters have been gathered as part of the COLE (Combination of Contexts for Learning) project, a state-funded research project based in Catalonia and the Balearic Islands (Spain), two officially Catalan–Spanish bilingual territories where a myriad of other languages coexist. Overall, the作者: lesion 時間: 2025-3-24 19:06
Value-Range Analysis of C Programs a potential boost to the so-called receptive skills (i.e. listening and reading comprehension) might be derived from CLIL, as the available literature demonstrates. However, comprehension has received less attention than production and hence needs to be further researched. Additionally, studies on 作者: GLOOM 時間: 2025-3-25 00:44 作者: 玷污 時間: 2025-3-25 05:07 作者: intimate 時間: 2025-3-25 08:49
Interfacing Analysis and Numeric Domaingrammatical accuracy has been found to lag behind. Nevertheless, empirical evidence on the development of lexico-grammatical competence in CLIL contexts is still scanty. Thus, the current study intends to shed new light on the growth of lexico-grammatical accuracy in lower secondary education CLIL l作者: Shuttle 時間: 2025-3-25 14:04
Overlapping Memory Accesses and Pointersuage (EFL) students’ motivation, attitudes and beliefs. The participants in this study were two groups (CLIL vs. non-CLIL) of 13/15-year-old Catalan-Spanish bilinguals enrolled in compulsory secondary education (CSE) at state-run schools in the Balearic Islands. A questionnaire was elaborated to cap作者: 可轉(zhuǎn)變 時間: 2025-3-25 17:19
Value-Range Analysis of C Programs and achievement in CLIL (Content and Language Integrated Learning) and non-CLIL learning contexts, a clearly under-researched area. It also aims to ascertain whether there is a relationship between learning context and participants’ WTC, on the one hand, and between language achievement and WTC in 作者: 乳汁 時間: 2025-3-25 22:08
Value-Range Analysis of C Programsptive skills in a school located in Barcelona (Catalonia). The school had carefully designed and made provisions for a successful CLIL programme before its implementation. For the purpose of the study, two different groups (.?=?50 each) of Catalan/Spanish bilingual learners aged 13–15 were analysed 作者: 本土 時間: 2025-3-26 03:52 作者: 起草 時間: 2025-3-26 05:21 作者: CANE 時間: 2025-3-26 11:44
Different Educational Approaches to Bi- or Multilingualism and Their Effect on Language Attitudeschapter also deals with the current terminological mess concerning bi- or multilingual programmes that undoubtedly needs to be clarified, as terminological ambiguity may hamper the coherent design and implementation of such programmes. The second part of the chapter focuses on the effects of differe作者: AUGER 時間: 2025-3-26 13:27 作者: corpus-callosum 時間: 2025-3-26 19:26
Influences of Previously Learned Languages on the Learning and Use of Additional LanguagesL programs—involving Basque-Spanish and Catalan-Spanish bilinguals learning English or other languages at school. The chapter maintains a multilingual perspective, recognizing the complex interplay of all of the languages the learners know, and it discusses both the directions of crosslinguistic inf作者: 黃油沒有 時間: 2025-3-26 21:35
Time and Timing in CLIL: A Comparative Approach to Language Gainse CLIL lessons? This chapter reviews and compares CLIL outcomes under different starting age and exposure conditions. It also compares those outcomes with outcomes from more intensive language teaching programmes. On the basis of these comparisons, the discussion considers the best time and timing f作者: Veneer 時間: 2025-3-27 01:32
Learning English and Learning Through English: Insights from Secondary Educationregarding learners’ motivational and attitudinal stands as well as their willingness to communicate. The present chapter will provide an account of the multilingual education policies implemented in the aforementioned communities, in the light of the strategies deployed in the rest of Spain and Euro作者: Harbor 時間: 2025-3-27 09:09
Testing Progress on Receptive Skills in CLIL and Non-CLIL Contextsion tests and two reading comprehension tests. All four tests were collected at four different times over a 3-year span: beginning (T1) and end (T2) of Year 2 of CSE, end of Year 3 (T3) and end of Year 4 (T4). Results point to the effectiveness of CLIL programmes in the overall development of recept作者: gentle 時間: 2025-3-27 13:26 作者: hazard 時間: 2025-3-27 16:49 作者: Charade 時間: 2025-3-27 21:04 作者: 鍵琴 時間: 2025-3-28 00:34 作者: 共同時代 時間: 2025-3-28 03:36 作者: 華而不實 時間: 2025-3-28 07:32 作者: DUCE 時間: 2025-3-28 11:40
Assessing Relative Brand Value,chapter also deals with the current terminological mess concerning bi- or multilingual programmes that undoubtedly needs to be clarified, as terminological ambiguity may hamper the coherent design and implementation of such programmes. The second part of the chapter focuses on the effects of differe作者: INTER 時間: 2025-3-28 16:45
Assessing Relative Brand Value,‘learn to learn’ in multilingual academic settings, and perhaps eventually work in multilingual settings. And for those who do not get to travel, ‘internationalisation at home’ might be a foreseeable objective.作者: giggle 時間: 2025-3-28 20:53 作者: 失望昨天 時間: 2025-3-29 02:46
Analyzing Stated Choice Surveys,e CLIL lessons? This chapter reviews and compares CLIL outcomes under different starting age and exposure conditions. It also compares those outcomes with outcomes from more intensive language teaching programmes. On the basis of these comparisons, the discussion considers the best time and timing f作者: 洞察力 時間: 2025-3-29 03:07
Revealed Values: Minivan Trends,regarding learners’ motivational and attitudinal stands as well as their willingness to communicate. The present chapter will provide an account of the multilingual education policies implemented in the aforementioned communities, in the light of the strategies deployed in the rest of Spain and Euro作者: FAST 時間: 2025-3-29 09:12 作者: Ancestor 時間: 2025-3-29 13:46
Value-Range Analysis of C Programser CLIL provision across a 3-year span. More specifically, it aims at investigating whether CLIL instruction has any positive effect on developing EFL written competence. To that end, participants were requested to complete a general composition exercise over four data collection times, which are an作者: 進(jìn)入 時間: 2025-3-29 16:18
Overlapping Memory Accesses and Pointersre analyzed by a native English speaker who phonetically transcribed vowel identity. Results showed that CLIL instruction did not have an ameliorating effect on students’ pronunciation of vowel segments. Additional analyses revealed that spelling and vowel identity influenced the amount of vowel pro作者: 樹膠 時間: 2025-3-29 21:15
Interfacing Analysis and Numeric Domainct test over a 3-year span. Our results indicate that the CLIL context appears to accelerate lexico-grammatical learning. However, CLIL learners do not surpass their non-CLIL peers when accumulated hours of instruction are equivalent. These findings point to the need for increased attention to form 作者: Classify 時間: 2025-3-30 03:08 作者: 指令 時間: 2025-3-30 06:31 作者: 前兆 時間: 2025-3-30 09:15
Value-Range Analysis of C Programsively using a pretest-posttest design. Results obtained confirm the effectiveness of the CLIL programme, however not in all domains and to the same degree. Concerning receptive skills, the CLIL group improved their reading competence significantly more than the control group, as was expected, but no作者: Ordnance 時間: 2025-3-30 15:50 作者: 羞辱 時間: 2025-3-30 17:14
Introduction: The Relevance of CLIL Education in Achieving Multilingualism on the Global Stage,content-based language teaching (CBLT) in some of the various forms it takes, particularly content and language integrated learning (CLIL). In so doing, we intend to set the scene for the present volume, which is divided into two parts. Part I provides an overview of current studies of multilinguali作者: Focus-Words 時間: 2025-3-30 21:52
Different Educational Approaches to Bi- or Multilingualism and Their Effect on Language Attitudesbal . have led to a worldwide trend in which multilingualism is becoming the norm, not the exception. Although multilingualism should be an asset (due to its cognitive, educational, social and economic positive effects) rather than an onerous burden, this is not always the case, as the monolingual m作者: 安定 時間: 2025-3-31 03:56
Languages for All in Education: CLIL and ICLHE at the Crossroads of Multilingualism, Mobility and Into. This idea has been extremely well captured by one of the central planks in the strategy, the Content and Language Integrated Learning (CLIL) approach at primary and secondary educational levels, which has quickly become popular both top-down and bottom-up. CLIL has its natural continuation at un
