NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1003313
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-1367-0050
Genre-Based Curricula: Multilingual Academic Literacy in Content and Language Integrated Learning
Lorenzo, Francisco
International Journal of Bilingual Education and Bilingualism, v16 n3 p375-388 2013
This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language organisation in CLIL education based on genres resulting in a "multilingual genre map across the curriculum". The feasibility of this model was proven in the author's national context in an attempt to improve language competence levels. The study provides a revision of the language theory in CLIL classroom practice that sits ill with traditional structural formalism and is better served through multilingual genre-based, functional semiotic models. Textual examples and genres will come from the area of History. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain