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This edited book explores critical issues relating to Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), setting out their similarities and differences to demystify the terms and their implications for classroom practice. The authors show how CLIL and EMI practices are carried out in different institutional contexts and demonstrate how both approaches can benefit language and content acquisition. This book is addressed to second/foreign language teaching staff involved in teaching in English at primary education, secondary education, and higher education levels.
Applied linguistics. --- Language and languages—Study and teaching. --- Education. --- Applied Linguistics. --- Language Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Linguistics --- Education --- English language --- Multicultural education. --- Intercultural communication. --- Study and teaching --- Foreign speakers. --- Cross-cultural communication --- Communication --- Culture --- Cross-cultural orientation --- Cultural competence --- Multilingual communication --- Technical assistance --- Intercultural education --- Culturally relevant pedagogy --- EFL (Language study) --- English as a foreign language --- English as a second language --- English to speakers of other languages --- ESL (Language study) --- ESOL (Language study) --- Teaching English as a second language --- TEFL (Language study) --- TESL (Language study) --- Anthropological aspects --- Foreign students --- Culturally sustaining pedagogy --- Germanic languages
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This edited book explores critical issues relating to Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), setting out their similarities and differences to demystify the terms and their implications for classroom practice. The authors show how CLIL and EMI practices are carried out in different institutional contexts and demonstrate how both approaches can benefit language and content acquisition. This book is addressed to second/foreign language teaching staff involved in teaching in English at primary education, secondary education, and higher education levels. María Luisa Carrió-Pastor is Professor and Head of the Applied Linguistics Department at Universitat Politècnica de València, Spain. Begoña Bellés-Fortuño is a Senior Lecturer in the Department of English Studies and Director of the IULMA research institute at Universitat Jaume I, Spain. .
Teaching --- Didactics of languages --- Linguistics --- talenonderwijs --- linguïstiek --- lesgeven
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Science --- Comparative linguistics --- Linguistics --- onderzoeksmethoden --- linguïstiek
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Digital communications. --- Discourse analysis. --- Written communication. --- Comunicacions digitals --- Anàlisi del discurs --- Comunicació escrita
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