Analysis of first and foreign language use in Content and Language Integrated Learning (CLIL) classrooms

被引：7

作者：

Temirova, Farida ^{[1
]}

Westall, Debra ^{[1
]}

机构：

[1] Univ Politecn Valencia, Camino de Vera S-N, E-46022 Valencia, Spain

来源：

15TH INTERNATIONAL CONFERENCE OF THE SPANISH ASSOCIATION OF LANGUAGE AND LITERATURE EDUCATION | 2015年 / 178卷

关键词：

Content and Language Integrated Learning (CLIL); language use; teaching methodology; English language learning; European Union; EDUCATION;

D O I：

10.1016/j.sbspro.2015.03.184

中图分类号：

H [语言、文字];

学科分类号：

05 ;

摘要：

This paper describes our on-going research into first and foreign language use in Content and Language Integrated Learning (CLIL) classrooms. First, we compiled a corpus for indirect observation of twenty YouTube videos featuring primary and secondary school CLIL lessons taught in five European countries. Second, data were gathered through direct observation of four secondary school groups of CLIL Technology classes taught at the IES Benicalap (Valencia, Spain). The results provide insight into when and how first and foreign languages (in this case, English) were used in these CLIL classrooms, especially in regard to instruction, class management and feedback. (C) 2015 The Authors. Published by Elsevier Ltd.

引用

页码：217 / 221

页数：5

共 18 条

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[2] [Anonymous], COMMUNICATION
[3] [Anonymous], 2008, INT CLIL RES J
[4] [Anonymous], 15 C INT SEDLL 19 21
[5] Burns A., 1999, Collaborative action research for English language teachers
[6] Coyle D., 1999, Learning through a foreign language: Models, methods and outcomes
[7] Coyle D., 2009, Towards an integrated curriculum: CLIL National Statement and Guidelines
[8] Coyle D., 2010, CLIL CONTENT LANGUAG
[9] Dalton-Puffer C., 2007, Empirical perspectives on CLIL classroom discourse, P7
[10] Krashen Stephen., 1982, Natural Approach

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