Titlebook: Content and Language Integrated Learning in Spanish and Japanese Contexts; Policy, Practice and Keiko Tsuchiya,María Dolores Pérez Murillo

評(píng)論性

Fredric P. Manfredsson,Matthew J. Benskeyhigh-quality initial teacher education and continuous professional development for CLIL. This chapter looks at initial teacher education for primary CLIL in a bilingual (English-Spanish) undergraduate degree programme in English-medium subjects. A Teaching Innovation Project that addresses issues of

連鎖,連串

Shuang Hu,Mingjie Li,Ramesh Akkina. We report on a four-year research project of EMI-CLIL at a Spanish and a Japanese university, focusing on students’ use of languages in daily life and their perceptions of EMI-CLIL in the two sites, which are located in Madrid, Spain and Kanagawa, Japan. A questionnaire survey was conducted from 2

Exclude

el - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly. .978-3-030-27445-0978-3-030-27443-6

Crohns-disease

CLIL and Language Education in Spaineciation of the clear benefits of CLIL with regards to the improvement of L2 competence and the modernisation of teaching practices but also with a recognition of the possible limitations of CLIL for content acquisition and the need for large-scale, reliable performance testing.

prostate-gland

無(wú)動(dòng)于衷

Utilizing the CLIL Approach in a Japanese Primary School: A Comparative Study of CLIL and Regular EF19–30, 2013c; Exploring the cognitive change of an elementary school teacher through CLIL practices. ., 205–219, 2015). Therefore, this study explores the potential of CLIL application in a Japanese context from four important aspects, known as the 4Cs: Content (subject matter), Communication (langu

啞巴

新字

ovation

Co-construction of Knowledge in Primary CLIL Group Work Activitiesurse and knowledge layers, CLIL students favour the use of . and . when producing . turns and try to reach a final agreement when ending them. In general, they seem concerned with the understanding. With regard to registers, they favour the . register (the register used to deal with academic content

Addictive