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ERIC Number: EJ1020193
Record Type: Journal
Publication Date: 2013-Oct
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0261-4448
Thinking Allowed: Content and Language Integrated Learning--A Research Agenda
Dalton-Puffer, Christiane; Smit, Ute
Language Teaching, v46 n4 p545-559 Oct 2013
While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to CLIL realities, but so far underrepresented in the literature. These are, firstly, policy issues, comprising policy statements as well as stakeholders' perceptions of CLIL and its success; secondly, classroom discourse as the prime site for the investigation of CLIL practices and their implications for the learning process; and, thirdly, classroom pedagogy, with the focus on potential differences between CLIL and non-CLIL settings.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=LTA
Publication Type: Reports - Descriptive; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A