Titlebook: Content-based Language Learning in Multilingual Educational Environments; Maria Juan-Garau,Joana Salazar-Noguera Book 2015 Springer Intern

玷污

intimate

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

Shuttle

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

可轉(zhuǎn)變

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

乳汁

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

本土

起草

CANE

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

AUGER

corpus-callosum

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