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Alcaraz-Mármol, Germa – Latin American Journal of Content and Language Integrated Learning, 2018
Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The…
Descriptors: Foreign Countries, Bilingual Education, Elementary School Teachers, Language Usage
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Coyle, Do – Latin American Journal of Content and Language Integrated Learning, 2015
The expansion of Content and Language Integrated Learning (CLIL) on a global scale has brought to the fore challenges of how alternative, more holistic approaches to learning might transform classrooms into language-rich transcultural environments. Integrated approaches can offer learners opportunities to engage in meaning-making and language…
Descriptors: Course Content, Teaching Methods, Second Language Learning, Second Language Instruction
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Agolli, Renata – Latin American Journal of Content and Language Integrated Learning, 2015
This paper aims to introduce pre-CLIL through the CLSL (content & languages [L1/L2] shared learning) model, which operates as a bridge for a full CLIL immersion. It analyses the characteristics of this new learning model that springs up from immanent needs of Italian educational reality by reporting results on the way content and language…
Descriptors: Second Language Learning, Code Switching (Language), Language Usage, Learning Experience