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Hüttner and Dalton-Puffer present research demonstrating the tangible benefits of the long-term sustainability of Content and Language Integrated Learning (CLIL) on participants’ educational outcomes.
The chapters outline the argument that the main benefit of CLIL lies in the fact that learners acquire specific literacy practices linked to the curricular subjects they study via the CLIL language and that these go beyond what is commonly learned and studied within a foreign language curriculum. The book provides an orientation as to how such disciplinary literacy or literacies can be conceptualised and understood, and introduces several models that have served to make disciplinary literacies graspable and visible. The various chapters showcase research and development projects from different geographical and educational contexts and therefore elaborate ideas around disciplinary literacies from different vantage points.
This book aims at a wide and varied readership, including graduate students studying applied linguistics, foreign language education, and/or teaching methodology; language teachers; content subject teachers with an interest in the linguistic side of their subject; and teacher trainers.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
Informazioni sull'autore
Julia Hüttner is Professor of English Language Education at the University of Vienna, Austria.
Christiane Dalton-Puffer is Professor of English Language Linguistics at the University of Vienna, Austria. She is the co-series editor for the CLIL and Plurilingual Education book series with Routledge.
Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.
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Building Disciplinary Literacies in Content and Language Integrated Learning (Paperback)
Editore:
Taylor & Francis Ltd, London, 2025
ISBN 10: 1032517301
ISBN 13: 9781032517308
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Paperback. Condizione: new. Paperback. Huettner and Dalton-Puffer present research demonstrating the tangible benefits of the long-term sustainability of Content and Language Integrated Learning (CLIL) on participants educational outcomes.The chapters outline the argument that the main benefit of CLIL lies in the fact that learners acquire specific literacy practices linked to the curricular subjects they study via the CLIL language and that these go beyond what is commonly learned and studied within a foreign language curriculum. The book provides an orientation as to how such disciplinary literacy or literacies can be conceptualised and understood, and introduces several models that have served to make disciplinary literacies graspable and visible. The various chapters showcase research and development projects from different geographical and educational contexts and therefore elaborate ideas around disciplinary literacies from different vantage points.This book aims at a wide and varied readership, including graduate students studying applied linguistics, foreign language education, and/or teaching methodology; language teachers; content subject teachers with an interest in the linguistic side of their subject; and teacher trainers. Huettner and Dalton-Puffer present research demonstrating the tangible benefits of long-term sustainability of Content and Language Integrated Learning (CLIL) on participants educational outcomes. A useful reference for graduate students studying applied linguistics, language teachers and teacher trainers. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Codice articolo 9781032517308
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Building Disciplinary Literacies in Content and Language Integrated Learning
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Building Disciplinary Literacies in Content and Language Integrated Learning (Routledge Series in Language and Content Integrated Teaching & Plurilingual Education)
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Building Disciplinary Literacies in Content and Language Integrated Learning
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Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Hüttner and Dalton-Puffer present research demonstrating the tangible benefits of the long-term sustainability of Content and Language Integrated Learning (CLIL) on participants' educational outcomes.The chapters outline the argument that the main benefit of CLIL lies in the fact that learners acquire specific literacy practices linked to the curricular subjects they study via the CLIL language and that these go beyond what is commonly learned and studied within a foreign language curriculum. The book provides an orientation as to how such disciplinary literacy or literacies can be conceptualised and understood, and introduces several models that have served to make disciplinary literacies graspable and visible. The various chapters showcase research and development projects from different geographical and educational contexts and therefore elaborate ideas around disciplinary literacies from different vantage points.This book aims at a wide and varied readership, including graduate students studying applied linguistics, foreign language education, and/or teaching methodology; language teachers; content subject teachers with an interest in the linguistic side of their subject; and teacher trainers. 240 pp. Englisch. Codice articolo 9781032517308
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Building Disciplinary Literacies in Content and Language Integrated Learning
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ISBN 10: 1032517301
ISBN 13: 9781032517308
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Paperback. Condizione: New. Hüttner and Dalton-Puffer present research demonstrating the tangible benefits of the long-term sustainability of Content and Language Integrated Learning (CLIL) on participants' educational outcomes.The chapters outline the argument that the main benefit of CLIL lies in the fact that learners acquire specific literacy practices linked to the curricular subjects they study via the CLIL language and that these go beyond what is commonly learned and studied within a foreign language curriculum. The book provides an orientation as to how such disciplinary literacy or literacies can be conceptualised and understood, and introduces several models that have served to make disciplinary literacies graspable and visible. The various chapters showcase research and development projects from different geographical and educational contexts and therefore elaborate ideas around disciplinary literacies from different vantage points.This book aims at a wide and varied readership, including graduate students studying applied linguistics, foreign language education, and/or teaching methodology; language teachers; content subject teachers with an interest in the linguistic side of their subject; and teacher trainers. Codice articolo LU-9781032517308
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Building Disciplinary Literacies in Content and Language Integrated Learning (Routledge Series in Language and Content Integrated Teaching & Plurilingual Education)
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