Sinossi
Chen proposes a disciplinary literacy (DL) approach to Content and Language Integrated Learning (CLIL) planning and teaching in her book, in answer to concerns expressed by some about the growth of CLIL internationally in recent decades.
The concerns regarding CLIL schools circle around the feasibility of the policy, particularly regarding the challenges of teaching and learning new subject content in an additional language in primary education. In response, the author tackles the fundamental questions surrounding CLIL implementation with a focus on fostering deeper learning using examples from the Taiwanese context. The chapters delve into the key planning issues in primary education CLIL and explore the language teaching awareness of CLIL teachers in various subject areas. In addition to proposing a DL approach, the book also discusses the necessity for teachers’ awareness of subject-specific literacies in curriculum planning, highlighting the importance of scaffolding primary students to achieve deeper learning in CLIL classrooms. As a whole, Chen stimulates discourse and research in CLIL planning and teaching, thereby informing CLIL teacher education.
This book is an essential read for researchers and research students interested in deeper learning and bilingual and multilingual education programs. It is also a viable resource for teacher educators and teachers who teach in multilingual programs and primary education.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
Informazioni sull'autore
Fay Chen is Assistant Professor in the Foreign Languages Center at the National Cheng Kung University (NCKU), Taiwan.
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Hardcover. Condizione: new. Hardcover. Chen proposes a disciplinary literacy (DL) approach to Content and Language Integrated Learning (CLIL) planning and teaching in her book, in answer to concerns expressed by some about the growth of CLIL internationally in recent decades.The concerns regarding CLIL schools circle around the feasibility of the policy, particularly regarding the challenges of teaching and learning new subject content in an additional language in primary education. In response, the author tackles the fundamental questions surrounding CLIL implementation with a focus on fostering deeper learning using examples from the Taiwanese context. The chapters delve into the key planning issues in primary education CLIL and explore the language teaching awareness of CLIL teachers in various subject areas. In addition to proposing a DL approach, the book also discusses the necessity for teachers awareness of subject-specific literacies in curriculum planning, highlighting the importance of scaffolding primary students to achieve deeper learning in CLIL classrooms. As a whole, Chen stimulates discourse and research in CLIL planning and teaching, thereby informing CLIL teacher education.This book is an essential read for researchers and research students interested in deeper learning and bilingual and multilingual education programs. It is also a viable resource for teacher educators and teachers who teach in multilingual programs and primary education. Chen proposes a disciplinary literacy (DL) approach to Content and Language Integrated Learning (CLIL) planning and teaching in her book, in answer to concerns expressed by some about the growth of CLIL internationally in recent decades. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Codice articolo 9781032979274
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